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Social Impacts of Chinese Schools on Chinese American Parenting

机译：华文学校对美籍华人父母的社会影响

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摘要

This study explored relationships between Chinese schools and Chinese American parenting to address the literature gap in Chinese American parenting. Two principle research questions were: 1) What were the relationships between Chinese schools and Chinese American parenting practices in the contexts of culture and social structure? and 2) How did Chinese American mothers make meaning of Chinese schools for parenting purposes? Twenty-five Chinese American mothers from three Chinese schools in Alabama were surveyed in face-to-face interviews. These mothers recounted their experiences with Chinese schools. They shared their views on the social meanings of Chinese schools. They described how Chinese schools impacted their parenting strategies, childrearing ideologies, and family functioning.;Multiple common themes emerged in the contexts of parenting practices and the impacts of Chinese schools on parenting. The Chinese American mothers created a rich cognitive environment for their children to grow in. These mothers constantly adjusted their parenting strategies under the influences of two cultures. They universally felt the influences of racial discrimination, although to different extents. Chinese schools carried multiple social functions for the local Chinese American families. The schools provided to these Chinese American mothers strong social support, brought them various social resources, and acted as a bridge to larger society. The schools had dual roles for language-teaching and passing-down cultural values. Both roles of the schools led to positive developmental outcomes for the enrolled children.;The participants demonstrated their strong desire to integrate with broader society, while preserving their cultural heritage. The participants felt a strong need for social support, as they were constrained with limited social networks and resources. Through language learning, cultural events, and social interactions at the schools, these mothers and their children established a sense of belonging. Subsequently, their ethnic identity was enhanced.;The current study examined a significant contextual factor in affecting Chinese American parenting, Chinese schools. It extended the current research scope in the literature by linking the social functions of Chinese schools with Chinese American parenting. The findings have broad implications for studying parenting practices of the Chinese American population, as well as those of other ethnic groups.
机译：这项研究探讨了华裔学校与华裔美国人养育子女之间的关系，以解决华裔美国人养育子女的文学空白。两个主要的研究问题是：1）在文化和社会结构的背景下，华人学校与美籍华人养育实践之间的关系是什么？ 2）美国华裔母亲如何为华人学校的意义赋予华人学校意义？在阿拉巴马州三所中国学校中，有25名美国华裔母亲接受了面对面的采访。这些母亲讲述了他们在中文学校的经历。他们对中文学校的社会意义发表了看法。他们描述了中国学校如何影响他们的育儿策略，育儿思想和家庭功能。;在育儿习惯的背景下以及中国学校对育儿的影响中出现了多个共同的主题。美国华裔母亲为孩子的成长创造了丰富的认知环境。这些母亲在两种文化的影响下不断调整自己的养育策略。他们普遍感受到了种族歧视的影响，尽管程度不同。华文学校为当地的华裔美国家庭承担着多种社会职能。这些学校为这些华裔美国母亲提供了强大的社会支持，为他们带来了各种社会资源，并为更大的社会架起了一座桥梁。这些学校在语言教学和传承文化价值观方面担当着双重角色。学校的两种作用都为入学的儿童带来了积极的发展成果。参加者表现出了与更广泛的社会融合，同时保留其文化遗产的强烈愿望。参加者感到社会支持的强烈需求，因为他们受限于有限的社交网络和资源。通过在学校进行语言学习，文化活动和社交互动，这些母亲及其子女建立了归属感。随后，他们的族裔身份得到了增强。；本研究研究了影响华裔美国人父母，华人学校的重要背景因素。通过将华人学校的社会功能与华裔美国人的养育联系起来，扩大了当前的研究范围。这些发现对研究华裔美国人以及其他种族的父母养育方式具有广泛的意义。

著录项

  • 作者

    Jiang, Shan.;

  • 作者单位

    University of Delaware.;

  • 授予单位 University of Delaware.;
  • 学科 Individual family studies.;Asian American studies.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 228 p.
  • 总页数 228
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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