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Parental expectations of Chinese imm...

Li, Jun.

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Parental expectations of Chinese immigrants: A folk theory about children's school achievement.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Parental expectations of Chinese immigrants: A folk theory about children's school achievement./
Author:	Li, Jun.
Description:	246 p.
Notes:	Adviser: Raymond LeBlanc.
Contained By:	Dissertation Abstracts International63-05A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ67967
ISBN:	0612679675

Parental expectations of Chinese immigrants: A folk theory about children's school achievement.
Li, Jun.

Parental expectations of Chinese immigrants: A folk theory about children's school achievement. - 246 p.

Adviser: Raymond LeBlanc.

Thesis (Ph.D.)--University of Ottawa (Canada), 2002.

Guided by the sociocultural approach (Wertsch, 1998; Wertsch, Del Rio & Alvarez, 1995), the study explores the relationship between parental expectations of the Chinese immigrants and their children's school achievement by pursuing three objectives: (a) to depict how immigrant Chinese parents and children “do things on the basis of their beliefs and desires, striving for goals, meeting obstacles which they best or which best them” (Brurier, 1990, p.43); (b) to obtain a better understanding of how immigrant Chinese parental expectations are constructed in a given sociocultural and historical context; and (c) to examine the affordances and constraints of immigrant Chinese parental expectations on their children's school achievement.

ISBN: 0612679675Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Parental expectations of Chinese immigrants: A folk theory about children's school achievement.
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020 $a 0612679675
035 $a (UnM)AAINQ67967
035 $a AAINQ67967
040 $a UnM $c UnM
100 1 $a Li, Jun. $3 1018610
245 1 0 $a Parental expectations of Chinese immigrants: A folk theory about children's school achievement.
300 $a 246 p.
500 $a Adviser: Raymond LeBlanc.
500 $a Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1710.
502 $a Thesis (Ph.D.)--University of Ottawa (Canada), 2002.
520 $a Guided by the sociocultural approach (Wertsch, 1998; Wertsch, Del Rio & Alvarez, 1995), the study explores the relationship between parental expectations of the Chinese immigrants and their children's school achievement by pursuing three objectives: (a) to depict how immigrant Chinese parents and children “do things on the basis of their beliefs and desires, striving for goals, meeting obstacles which they best or which best them” (Brurier, 1990, p.43); (b) to obtain a better understanding of how immigrant Chinese parental expectations are constructed in a given sociocultural and historical context; and (c) to examine the affordances and constraints of immigrant Chinese parental expectations on their children's school achievement.
520 $a With a qualitative grounded theory methodology (Strauss & Corbin, 1990), multiple data collection methods (open-ended interviews, researcher's journal, and document review) and multiple sources of data (parents, children, and other Chinese informants) were employed to ensure research trustworthiness. Seven recent immigrant Chinese families were primary participants in the study. The convergence and divergence of the accounts of the participants and other informants put forward an immigrant Chinese folk theory. The findings comprise four sections: (a) accounts of the parents; (b) accounts of the children; (c) visible minority experiences; and (d) role of parental expectations. Based on their cultural beliefs and life experiences, the parents mainly addressed their expectations in five areas, namely school achievement, career aspirations, integration of two cultures, moral character, and leadership role. The children expressed their perceptions of parental expectations, their anxious thoughts and feelings, and their self-expectations. All participants shared their thoughts on racial discrimination, visible minority ideology, and dreams of prosperity. Both parents and children affirmed that parental expectations fostered goal orientation, mastery learning experiences, internal control beliefs, and study habits.
520 $a The study has demonstrated that the relationship between parental expectations of the Chinese immigrants and their children's school achievement is significantly shaped by the dynamic and complex interplay of multiple forces such as indigenous cultural expectations, personal life experiences, and the challenges of acculturation. High parental expectations and children's striving for excellence are rooted in Chinese cultural heritage and are situationally motivated and historically transformed in different ways in response to the demands of the Canadian sociocultual context.
520 $a By giving voice to this fastest-growing yet under-researched largest visible minority group in Canada, the study makes educational experiences of the Chinese immigrants intelligible to the general public as well as to policy makers. It lends insights to the importance and necessity of anti-racism education. It assists immigrant Chinese parents and children to achieve mutual understanding in the process of acculturation. It also helps teachers and counsellors understand the cultural and family factors involved in schooling for immigrant Chinese children, so as to provide more efficient social and academic mentoring for non-mainstream children, and ultimately to enhance future school-home collaboration.
590 $a School code: 0918.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
690 $a 0525
690 $a 0631
710 2 0 $a University of Ottawa (Canada). $3 1017488
773 0 $t Dissertation Abstracts International $g 63-05A.
790 $a 0918
790 1 0 $a LeBlanc, Raymond, $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ67967