Guidance and respect: Chinese American preschoolers’ perceptions of parental support for learning

Abstract

Ample evidence underscores the crucial role of parental support for children's learning (PSCL) in children's development and academic experiences. However, as a minoritized immigrant group, Chinese immigrant parenting practices frequently face negative perceptions. While extensive research has investigated Chinese immigrant families’ PSCL, research on young children's views of PSCL is scarce. This paper presents research conducted using a mixed methods design to examine low-SES and middle-SES Chinese American preschoolers’ developing views of PSCL. Participants were 213 4-year-old children with Chinese immigrant parents (98 low SES and 115 middle SES). Analysis of children's narratives derived from a child-story-completion method identified four themes related to PSCL: parental guidance and teaching, respect and parental authority, parents’ expectations and related actions, and close and reciprocal relationships. Results of ANCOVAs revealed that low-SES children mentioned more parental guidance/teaching and respect and parental authority than middle-SES children. We discuss these findings concerning cultural and socioeconomic contexts.