Parenting the Chinese Way in America

Journal for The Education of The Gifted, 2008

his paper explores the influence of parenting beliefs and practices on children’s talent deelopment through a specific perspectie of seeral Chinese American families with gifted children. In-depth interiews were employed to collect data from the parents, and research questions focused on the daily practice of parenting and parents’ beliefsconcerning how to nurture high achieement among children. Findings of this studyinclude eidence of a sense of responsibility for parenting, a high leel of confidence oer their children’s future, and a mixed strategy of parenting that combines traditional Chinese parental expectations with an adopted Western notion of respect for a child’sown decision making.

The influence of parents on children’s talent development is one of the most interesting and important topics in gifted education. This paper summarizes major viewpoints and beliefs in the Western and Chinese literature on parenting, especially parenting the gifted and talented children. Following the literature review, some problems related to parenting are discussed, and three parenting strategies concerning the relevant problems are considered. The ultimate purpose of this paper is to provide parents and educators with useful guidance that combines the essence of good parenting strategies from both Western and Chinese literature.

1988

Abstract. This paper describes traditional and modern Chinese cultural values regarding educational achievement and how they are reflected in the beliefs of parents and children. Chinese philosophy traditionally has emphasized human malleability and the value of selfimprovement. Chinese parents set higher standards and work more often with their children on homework than their American counterparts, and Chinese cultural values help to ensure that children work diligently.

Gifted Education International, 2006

Achieving talented performance (TP) is a crucial concern at every level of education. In retrospect, while examining the Western cultural tradition of education and learning to as far back as the ancient Greeks, it is not difficult to find that nature vs. nurture, or innate ability vs. acquired ability have been long-term controversial issues. Perhaps due to the influence of Plato, who held a form of rationalism that maintained that all real knowledge was innate, and Aristotle, who held that the defining characteristics of things reflected something essential about them -- their essence – views proclaiming the importance of innate ability have been significantly popular in the West for many years, and are still prevalent in most Western countries and societies (Wu, 2005). The literature on this point in China, however, both traditionally and currently, seems to be far more sympathetic to the importance of nurture rather than nature, which might reasonably be attributed to the profound influence of Confucian philosophy on theories of learning and achieving. This paper presents a reflective review of this philosophy, examines its influence in China and some other Asian countries, and discusses some of its implications for the education of gifted and talented children.

Asian American journal of psychology, 2013

Early Childhood Research Quarterly, 2013

Gifted Child Quarterly, 2005

This paper examines the Chinese literature on gift-edness and talented performance (TP) and compares its dominant theoretical features with some influen-tial models to be found in the North American liter-ature. One significant feature to emerge from the Chinese literature is a deemphasis on giftedness as an innate ability and an emphasis on the concept of tal-ented performance. Such a finding is congruent with a Confucian cultural outlook that encourages effort, rather than the identification of giftedness. In order to test this finding against the perceptions of Chinese educators, a preliminary study was carried out involving 14 secondary school teachers. The results confirmed the findings from the literature survey, suggesting that these teachers’ perceptions conformed to a model of TP with a developmental conception as its central organizing feature. It is hoped that the implications of this study will con-tribute to the practice of gifted and talented educa-tion in China and will also provide basic theoretical grounds for further research.

She threatened her daughter, Lulu, with no lunch, no dinner, no birthday parties, no Hanukkah for two, four, six years and told Lulu to stop being self-indulgent and cowardly(Chua,2011, p.16). All these were tactics used by Amy Chua to make her daughter play “The Little White Donkey” on her piano. The above example is one of Chua Chronicles associated with parenting her two daughters, Lulu and Sophia, in her book, in “Battle Hymn of the Tiger Mother.” From Chua’s book, one would realize that there are more differences than similarities between the Chinese Parenting techniques and Western style of parenting. In effect, this paper will Compare and Contrast the Chinese and Western parenting. To successfully delineate the topic, the paper will primarily use the “Battle Hymn of the Tiger Mother” to cite analogies.

1996

International Journal of English Linguistics, 2020