Training and Adolescent Adjustment among Academically Gifted European and Chinese American Students

Abstract

Training (jiao xun) has been proposed as an indigenous form of Chinese parenting. Does it exist in other populations? If so, how might it be associated with developmental outcomes? We examined the relationships of training to adolescent academic, psychological, and school adjustment in a sample of 214 Chinese American and 125 European American academically gifted students. We found that training also occurs in European American families with academically gifted children. There were other ethnic similarities: Training was not associated with depression or anxiety in either group, and it was a positive predictor of academic efficacy for both groups. One difference emerged: Training was not associated with school-engagement problems for the European American students, but it was positively associated with fewer school-engagement problems for the Chinese American students. The findings suggest that training has positive implications for academic and school adjustment among academically gifted Chinese American adolescents and for academic adjustment only among their European American peers.

Meeting the Moral Markers of Success: Concerted Cultivation among Second‐Generation Muslim Parents*

“…Finally, while these parents wish for their children to meet markers of success including reproducing class and maintaining their faith-and support these definitions using school choice and organization of daily life-we do not yet know if their children will ultimately meet these benchmarks. A strict frame has caused many American-born Asians to feel like failures in the eyes of their parents, no matter how much education they attain or how much they earn in their current position (Chang and Qin 2017;Lee and Zhou 2015). What happens if third-generation Muslim Americans feel unsuccessful regardless of their faith, levels of religiosity, or character development?…”

“…Since Lareau's study examined White and Black families, questions regarding how other minority groups reproduce socioeconomic status and enable upward mobility in their children's generation have proliferated. Scholars have found that the concerted cultivation type of parenting is common especially among Asian American parents, finding patterns of parents' strategic organization of their children's lives to produce favorable socioeconomic outcomes (Chang and Qin 2017;Chung 2016;Dhingra 2020;Lee and Zhou 2015;Tuan 1999). Lee and Zhou (2015) found that highly educated Asian immigrant parents define success for their American-born children as earning straight A's, graduating as the high school valedictorian, earning a degree from an elite university, attaining an advanced degree, and working in one of four high status professional fields: medicine, law, engineering, and science.…”

Analisis Tiger Parenting bagi Perkembangan Emosional Anak

“…Jadi, ketika para anak Cina-Amerika dalam sampel menjalani pelatihan pengasuhan anak, mereka mungkin merasakan konotasi positif di balik pengasuhan anak (misalnya, orang tua mengambil tanggung jawab mereka untuk mendisiplinkan mereka), sehingga pengasuhan anak ini memiliki implikasi positif untuk keterlibatan sekolah mereka (Chang & Qin, 2017).…”