Immigrant Chinese Mothers' Socialization of Achievement in Children: A Strategic Adaptation to the Host Society

Florrie Fei Yin Ng, Irene Nga Lam Sze, Catherine Tamis-Lemonda, Diane N. Ruble

Research output: Contribution to journalArticle

Abstract

Academic socialization by low-income immigrant mothers from Mainland China was investigated in two studies. Immigrant Chinese mothers of first graders (n = 52; Mage = 38.69) in the United States (Study 1) and kindergartners (n = 86; Mage = 36.81) in Hong Kong (Study 2) tell stories that emphasized achieving the best grade through effort more than did African American (n = 39; Mage = 31.44) and native Hong Kong (n = 76; Mage = 36.64) mothers, respectively. The emphasis on achievement was associated with mothers' heightened discussion on discrimination (Study 1) and beliefs that education promotes upward mobility (Study 2), as well as children's expectations that a story protagonist would receive maternal criticism for being nonpersistent in learning (Study 2).

Original languageEnglish (US)
JournalChild Development
DOIs
StateAccepted/In press - 2016

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Socialization
socialization
immigrant
Mothers
Hong Kong
low income
criticism
discrimination
African Americans
China
Society
Learning
Education
learning
education

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

Cite this

Immigrant Chinese Mothers' Socialization of Achievement in Children : A Strategic Adaptation to the Host Society. / Ng, Florrie Fei Yin; Sze, Irene Nga Lam; Tamis-Lemonda, Catherine; Ruble, Diane N.

In: Child Development, 2016.

Research output: Contribution to journalArticle

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