Examination of Chinese immigrant parents’ beliefs about children’s social development through play: A mixed methods explanatory sequential study.

2021 ◽  
Author(s):  
Sunah Hyun ◽  
Christine M. McWayne ◽  
Timothy C. Guetterman
Keyword(s):  
Mixed Methods ◽  
Social Development ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
Sequential Study ◽  
Chinese Immigrant Parents

scholarly journals Chinese immigrant parents’ vaccination decision making for children: a qualitative analysis

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Linda DL Wang ◽  
Wendy WT Lam ◽  
Joseph T Wu ◽  
Qiuyan Liao ◽  
Richard Fielding
Keyword(s):  
Decision Making ◽  
Qualitative Analysis ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
Vaccination Decision ◽  
Chinese Immigrant Parents

Parents Beyond Oceans: A Social Group Work Curriculum for Chinese Immigrant Parents

2017 ◽  
Vol 41 (4) ◽  
pp. 291-305
Author(s):  
Jia-Lin Liu ◽  
Hua-Yu Sebastian Cherng ◽  
Bela Rex-Kiss ◽  
Gretchen Lord ◽  
Julia Francois
Keyword(s):  
Group Work ◽  
Social Group ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
Chinese Immigrant Parents ◽  
Social Group Work

scholarly journals Chinese Immigrant Parents’ Involvement in Their Children’s After-school Education: Behaviors and Perspectives

2020 ◽  
Vol 48 (2) ◽  
pp. 1-21
Author(s):  
George Zhou ◽  
Lan Zhong ◽  
Jie Zheng
Keyword(s):  
Cultural Values ◽  
School Education ◽  
After School ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
Personal Experiences ◽  
Parents Involvement ◽  
Canadian Culture ◽  
To Receive ◽  
Chinese Immigrant Parents

Through listening to participants’ own words, this study provides a comprehensive description and analysis of Chinese immigrant parents’ perceptions and behaviours of involvement in their children’s after-school education. It reveals that Chinese immigrant parents were willing to become involved in their children’s after-school education. Although many Chinese immigrant parents faced challenges in the host culture, they sacrificed themselves to support their children’s development. They hold high education expectations for their children, view academics as the most important thing and provide help with their children’s academics. Yet they also want their children to receive a well-rounded education. This study indicates that the Chinese immigrant parents’ behaviours and perspectives of involvement in their children’s after-school education were shaped by Chinese traditional cultural values, parents’ personal experiences, and their understanding of Canadian culture.

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