Transnationalism and new Chinese immigrant families in the United States

1998 ◽  
Author(s):  
Bernard P. Wong
Keyword(s):  
United States ◽  
Immigrant Families ◽  
The United States ◽  
Chinese Immigrant ◽  
Chinese Immigrant Families

Tiger Parents or Sheep Parents? Struggles of Parental Involvement in Working-Class Chinese Immigrant Families

2014 ◽  
Vol 116 (8) ◽  
pp. 1-32
Author(s):  
Desirée Baolian Qin ◽  
Eun-Jin Han
Keyword(s):  
Parental Involvement ◽  
Immigrant Families ◽  
Social Institutions ◽  
The United States ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
Parent Child Relations ◽  
Chinese Immigrant Families ◽  
Chinese Immigrant Parents ◽  
Parent Child

Background/Context Research on Chinese immigrant parents tends to focus on their high levels of educational involvement and its positive impact on their children's exceptional educational performances. Relatively little research has been conducted to understand the challenges Chinese immigrant parents face in helping their children with school and the resulting influence on parent-child relations and children's adaptation. Focus of Study In this paper, we examined how immigration reshapes parental involvement in these Chinese immigrant families and its subsequent influence on parent-child relations. Setting The research was conducted in the metropolitan area of a northeastern city in the United States. Participants Our participants were 72 Chinese immigrant children and their parents. Research Design Our study utilizes longitudinal interview data with open-ended questions. Open, axial, and selective coding procedures were used in qualitative data analysis. Findings/Results Our findings suggest that when parents face multiple challenges in their adaptation after migration, they often experience a feeling of powerlessness especially in dealing with their children's schooling. This then forces the children to be precociously independent. This dynamic puts strain on parent-child relations and has a negative impact on children's adaptation. Conclusions/Recommendations It is important for schools and other social institutions working with Chinese immigrant families to reach out to parents by providing them with more information and resources to be more involved in their children's education. Immigrant and local communities can also help by offering parent and youth programs to help improve parental involvement and parent-child relations in Chinese and other immigrant families.

Stressors among Hispanic adults from immigrant families in the United States: Familismo as a context for ambivalence.

2016 ◽  
Vol 22 (3) ◽  
pp. 408-416 ◽  
Author(s):  
Sasha M. Rojas ◽  
Joseph G. Grzywacz ◽  
Martha I. Zapata Roblyer ◽  
Rebecca Crain ◽  
Richard C. Cervantes
Keyword(s):  
United States ◽  
Immigrant Families ◽  
The United States ◽  
Hispanic Adults

Lessons Learned in Adapting Parent Training for Chinese Immigrant Families

2009 ◽  
Author(s):  
Anna S. Lau ◽  
Joey Fung ◽  
Lisa L. Liu ◽  
Omar G. Gudino ◽  
Lorinda Ho ◽  
...  
Keyword(s):  
Parent Training ◽  
Immigrant Families ◽  
Lessons Learned ◽  
Chinese Immigrant ◽  
Chinese Immigrant Families

scholarly journals Co-Designing and Evaluating a Self-Care Curriculum of an App for Chinese Immigrant Caregivers

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 507-508
Author(s):  
Ying Wang ◽  
Mandong Liu ◽  
Iris Chi
Keyword(s):  
Mental Health ◽  
United States ◽  
Physical Health ◽  
Self Care ◽  
The United States ◽  
The Self ◽  
Community Resources ◽  
Chinese Immigrant ◽  
Knowledge And Skills ◽  
Support Resources

Abstract Chinese immigrant caregivers face unique self-care difficulties in the United States due to language barriers, cultural isolation, and occupational stress. This study aimed to conduct a formative evaluation on a caregiver self-care curriculum of an app designed for Chinese immigrants in the United States. Using a co-design approach in 2019, 22 Chinese immigrant caregivers in Los Angeles county were recruited through purposive sampling method. The directed content analysis was adopted to analyze the qualitative data using NVivo 12.1.0 software. We organized the findings under two main contents: self-care and caregiving. Three categories were identified under the self-care content: physical health, emotional and mental health, and support resources. Sixteen subcategories under physical health (e.g., dietary supplements), five subcategories under emotional and mental health (e.g., depression) and eight subcategories under support resources (e.g., support and networking group, senior center) are suggested. Two categories were identified under the caregiving content: caregiving knowledge and skills, and community resources. Fourteen subcategories under caregiving knowledge and skills (e.g., care assessment) and six subcategories under community resources (e.g., medical emergency call) were mentioned. With this useful information, we could further refine the self-care curriculum to be more linguistically, culturally and occupationally sensitive for Chinese immigrant caregivers. Empowerment approach for enhancing the ability to caregiving and self-care should be emphasized in content design for immigrant caregivers. The co-design approach is crucial for planning of the program and intervention curriculum to improve understanding of the users’ needs and better cater them.

Transnational parenting practices of Chinese immigrant families in New Zealand

2017 ◽  
Vol 19 (3) ◽  
pp. 219-230 ◽  
Author(s):  
Angel Chan
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Parenting Practices ◽  
Immigrant Families ◽  
Chinese Immigrant ◽  
Parenting Strategies ◽  
Childhood Education ◽  
Chinese Immigrant Families ◽  
Transnational Parenting

This article advocates for fluid pedagogies that align with the transnational parenting practices of immigrant families. New Zealand is now considered to be a superdiverse country with a large population of immigrants. This superdiversity phenomenon can therefore also be found in its early childhood education settings. Research has indicated that many contemporary immigrants are transnationals who maintain close connections with their home countries and frequently engage in border-crossing activities. Transnational immigrants are mobile, and their parenting strategies may be similarly fluid. This article uses findings from a research project which involved Chinese immigrant families to illustrate transnational perspectives of early childhood education and parenting practices. Narrative excerpts are presented and analysed using key theoretical constructs of transnationalism to illustrate the participants’ cultural dilemmas in their parenting, their preparedness to adapt their heritage practices and to adopt early childhood education discourses of the host country, and their agency in choosing parenting strategies that they believed best support their children’s learning. It highlights the importance of parent–teacher dialogue and of enacting a curriculum with fluid pedagogies that are responsive to heterogeneous parental aspirations.

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