Social and emotional parenting: Mothering in a changing Chinese society.

Way, Niobe; Okazaki, Sumie; Jing, Zhao; Kim, Joanna J.; Chen, Xinyin; Yoshikawa, Hirokazu; Jia, Yueming; Deng, Huihua

doi:10.1037/a0031204

Cited by 135 publications

(133 citation statements)

References 19 publications

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“…In addition, with the birth of the only‐child generation and the influence of Western culture, Chinese parents’ childrearing values and practices have experienced dramatic changes. For instance, many parents have begun to develop intimate and democratic relationships with their children, care about their children's psychosocial wellbeing, and cultivate their children's creativity and social skills (Liu, 2016; Way et al., ). However, one thing that has sustained seems to be parents’ continued emphasis on their children's academic success.…”

Section: The Role Of Family‐level Variables In Young Chinese Childrenmentioning

confidence: 99%

Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

Zhang

Ren

et al. 2019

New Directions for Child and Adolescent Development

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This chapter addresses how child‐, family‐, and school‐level characteristics are associated with Chinese children's academic skill development during their preschool years. Academic skills are defined in terms of young children's emergent competencies in academic domains including literacy, mathematics, and science. First, we review the relations of young Chinese children's cognition (language, visuospatial, and executive functioning), behavior (social behavior and behavioral regulation), and affect (interest and attitude) to their performance in these academic domains. Second, we review the roles of familial variables, including family socioeconomic status and broad and specific aspects of parenting practices and parental involvement. Third, we review school‐ and classroom‐level factors, with a special emphasis on preschool and classroom quality that is particularly relevant to young Chinese children's academic skills. We discuss the educational implications of these study findings and identify methodological limitations that may threaten their internal and external validity. Our aim is to bring attention to the growing body of research on young Chinese children's academic skill development and to highlight several areas that need further research.

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Section: The Role Of Family‐level Variables In Young Chinese Childrenmentioning

confidence: 99%

Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

Zhang

Ren

et al. 2019

New Directions for Child and Adolescent Development

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“…In a more recent study, Way et al () examined social and emotional parenting of mothers in urban China. Most mothers grew up in the aftermath of the Cultural Revolution and had firsthand experience during their youth and adulthood of the significant social and economic changes.…”

Section: The Influence Of Social Transformations On Contemporary Chinmentioning

confidence: 99%

Parenting and Family Relationships in Chinese Families: A Critical Ecological Approach

Chuang

Glozman²,

Green

et al. 2018

J of Family Theo & Revie

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Scholars have recently been paying greater attention to cultural and cross‐cultural research. However, studies have primarily been on between‐group comparisons, using White North American samples as a baseline. This approach results in misleading conclusions that overemphasize intergroup and underemphasize intragroup differences. We focus on Chinese families because they account for one‐fifth of the world's population, yet the understanding of Chinese families is limited. Our broad objective is a call to action, emphasizing the importance of moving beyond global and superficial assessments of Chinese parenting. On the basis of Bronfenbrenner's bioecological model, we critically explore the intra‐ and intergroup intricacies of Chinese parenting to illustrate how the study of culture and Chinese parenting has developed over the years. We provide in‐depth context for the various Chinese societies (i.e., China, Hong Kong, and Taiwan) and recent social transformations that emphasize the importance of considering the exo‐ and macrosystems.

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“…In contrast, European American mothers’ independent and individualistic values translate to emphasizing a sense of self-esteem in their children and focusing on personal well-being. However, according to Way et al [2013], Chua’s notion of parenting does not necessarily resemble the way contemporary parents in China are raising their children. As a second-generation Chinese American, Chua has a notion of the “Chinese way” of parenting which seems to have been frozen in time.…”

Section: Supporting Amy Chua’s Claims On Parenting Goals Of Chinese Amentioning

confidence: 99%

“…These immigrant mothers espouse parenting strategies that recognize the importance of bicultural socialization and emphasize the co-existence of Chinese and American ways of parenting. According to Way et al [2013], Chinese mothers in mainland China now emphasize their children’s happiness and emotional well-being along with academic achievement as important parenting goals. She finds that parents recognize that the way they were parented as children is no longer adaptive in raising their own children to become gainfully employed in China’s new global market economy [Way et al, 2013].…”

Section: Supporting Amy Chua’s Claims On Parenting Goals Of Chinese Amentioning

confidence: 99%

“…According to Way et al [2013], Chinese mothers in mainland China now emphasize their children’s happiness and emotional well-being along with academic achievement as important parenting goals. She finds that parents recognize that the way they were parented as children is no longer adaptive in raising their own children to become gainfully employed in China’s new global market economy [Way et al, 2013]. Together, these two studies are suggesting that contemporary Chinese mothers, in both the USA and China, are embracing a combination of Chinese and Western parenting goals in raising their children.…”

Section: Supporting Amy Chua’s Claims On Parenting Goals Of Chinese Amentioning

confidence: 99%

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Defining Tiger Parenting in Chinese Americans

Kim¹

2013

Human Development

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‘‘Tiger'' parenting, as described by Amy Chua [2011], has instigated scholarly discourse on this phenomenon and its possible effects on families. Our eight-year longitudinal study, published in the Asian American Journal of Psychology [Kim, Wang, Orozco-Lapray, Shen, & Murtuza, 2013b], demonstrates that tiger parenting is not a common parenting profile in a sample of 444 Chinese American families. Tiger parenting also does not relate to superior academic performance in children. In fact, the best developmental outcomes were found among children of supportive parents. We examine the complexities around defining tiger parenting by reviewing classical literature on parenting styles and scholarship on Asian American parenting, along with Amy Chua's own description of her parenting method, to develop, define, and categorize variability in parenting in a sample of Chinese American families. We also provide evidence that supportive parenting is important for the optimal development of Chinese American adolescents.

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Social and emotional parenting: Mothering in a changing Chinese society.

Abstract: The relations of temperament reactivity and effortful control to children's adjustment problems in China and the United States.

Cited by 135 publications

References 19 publications

Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

Parenting and Family Relationships in Chinese Families: A Critical Ecological Approach

Defining Tiger Parenting in Chinese Americans

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