Filipino Parenting in the USA

Migration entails complex transformations in family functioning and dynamics, especially when traditional parenting beliefs and practices are not consistent with mainstream norms in the host country. Whereas some culturally embedded parenting beliefs might persist even after migration, others may acculturate or shift to align with child-rearing norms in the host community. Using a qualitative research design with elements of indigenous Filipino psychology ( Sikolohiyang Pilipino), this study explored parenting experiences and beliefs of Filipino immigrant parents in the USA, with a specific lens towards examining continuity and change in traditional parenting practices. Results suggest that participants strongly maintain many aspects of traditional Filipino parenting, including teaching Filipino culture and values, employing Filipino parenting practices, observing Filipino traditions, establishing the child’s identity and maintaining a Filipino household. Findings were situated in the context of the research site, the complexities of the acculturation process and the potential challenges of negotiating cultural differences in parenting beliefs and practices.

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Immigrant Parents’ Investments in Their Children’s Post-Secondary Education

Canadian Journal of Higher Education ◽

10.47678/cjhe.v40i3.2015 ◽

1969 ◽

Vol 40 (3) ◽

pp. 59-80

Author(s):

Robert Sweet ◽

Paul Anisef ◽

David Walter

Keyword(s):

Secondary Education ◽

Immigrant Families ◽

Educational Planning ◽

Immigrant Parents ◽

Post Secondary Education ◽

Parenting Beliefs ◽

Beliefs And Practices ◽

Post Secondary ◽

Educational Futures

This paper examines relationships between the resources available to immigrant families and the amount parents are willing and able to save for their children’s post-secondary education (PSE). We use data from Statistics Canada’s 2002 Survey of Approaches to Educational Planning to compare immigrant and native-born PSE saving. The results indicate that income and asset wealth constrain PSE savings in some immigrant families. However, immigrants share with non-immigrants a set of parenting beliefs and practices that encourage both groups to invest in their children’s educational futures.

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Punitive discipline and child behavior problems in Chinese-American immigrant families: The moderating effects of indigenous child-rearing ideologies

International Journal of Behavioral Development ◽

10.1177/0165025409343749 ◽

2009 ◽

Vol 33 (6) ◽

pp. 520-530 ◽

Cited By ~ 24

Author(s):

Joey J. Fung ◽

Anna S. Lau

Keyword(s):

Behavior Problems ◽

Child Behavior ◽

Cultural Context ◽

Parental Behavior ◽

Immigrant Families ◽

Child Behavior Problems ◽

Child Rearing ◽

Hierarchical Regression ◽

Immigrant Parents ◽

Punitive Discipline

In a sample of 107 Chinese immigrant families we examined whether cultural child-rearing beliefs moderated the association between parents’ use of punitive discipline and children’s behavioral adjustment. Immigrant parents and their children aged 7 to 17 years completed measures of parental discipline and child behavior problems. Parents also reported on indigenous Chinese child-rearing ideologies regarding shaming and training as strategies for raising competent and moral children. Results of hierarchical regression models conducted with parent-reported data indicated that the negative effects of punitive discipline on child behavior problems were not apparent when parents adhered to training and shaming ideologies. However, the buffering effects of training ideologies were more robust and consistent than shaming. The findings provide some evidence that the discipline—behavior problem link may be moderated by cultural context of caregiver psychology which shapes the meaning and implications of parental behavior.

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Argumentation in Primary Grades STEM Instruction: Examining Teachers’ Beliefs and Practices in the USA

Advances in STEM Education - Integrated Approaches to STEM Education ◽

10.1007/978-3-030-52229-2_23 ◽

2020 ◽

pp. 427-446

Author(s):

AnnaMarie Conner ◽

Barbara A. Crawford ◽

Timothy Foutz ◽

Roger B. Hill ◽

David F. Jackson ◽

...

Keyword(s):

Primary Grades ◽

Beliefs And Practices ◽

Teachers Beliefs ◽

Stem Instruction ◽

The Usa

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Continuity and Change in Parents' Child-Rearing Practices

Child Development ◽

10.2307/1129970 ◽

1984 ◽

Vol 55 (2) ◽

pp. 586 ◽

Cited By ~ 129

Author(s):

Gail C. Roberts ◽

Jeanne H. Block ◽

Jack Block

Keyword(s):

Child Rearing ◽

Continuity And Change

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The reproduction of educational elites through natural cultivation. A qualitative analysis of educational child-rearing practices as strategies of cultural distinction

Soziale Welt ◽

10.5771/0038-6073-2021-1-55 ◽

2021 ◽

Vol 72 (1) ◽

pp. 55-83

Author(s):

Tim Sawert

Keyword(s):

Educational Inequality ◽

Symbolic Capital ◽

Child Rearing ◽

Educational Expansion ◽

Educational Strategies ◽

Structured Interviews ◽

Ancient Greek ◽

Upper Secondary ◽

The Usa ◽

The Uk

During the last decades, the socially inclusive educational expansion diluted the previous exclusiveness of upper secondary degrees. Unlike the UK, the USA, or France, no explicit “elite” institutions do exist in the German educational system. Nevertheless, educational inequality is no less pronounced. Hence, what child-rearing practices do educationally privileged families in Germany apply to intergenerationally transfer their social privilege in times of educational expansion? The article focusses on one such practice: the acquisition of humanist knowledge by learning Latin and Ancient Greek as a strategy of cultural distinction. To analyse educational strategies and whether people draw lines of distinction along knowledge in Latin and Ancient Greek, I conducted semi-structured interviews with parents of adolescents who had chosen different foreign language profiles. I show how the acquisition of this specific symbolic capital is embedded in a child-rearing practice aimed at obtaining horizontal educational distinction for a privileged academic class. Additionally, I show that the highly privileged status of particularly established academic families results in a child-rearing practice that I call natural cultivation, a more invisible strategy of distinctive child-rearing that appears almost passive compared to those already discussed more widely (e.g. Lareau 2003).

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Beliefs about Child-Rearing and Development in Spain and Peru. A Comparative Analysis for Adapting Parenting Support Programs

Sustainability ◽

10.3390/su12187268 ◽

2020 ◽

Vol 12 (18) ◽

pp. 7268

Author(s):

José Sánchez ◽

Victoria Hidalgo ◽

Isabel López-Verdugo ◽

Lucía Jiménez

Keyword(s):

Parenting Practices ◽

Cultural Context ◽

School Context ◽

Child Rearing ◽

Support Programs ◽

Childhood And Adolescence ◽

Parenting Support ◽

Acculturation Process ◽

Migrant Families ◽

Key Aspects

Migrant families who settle in host cultures may find themselves in situations of vulnerability which hinder the exercise of their parental responsibilities. While there are many support programs targeted at these families, they are n ot always sensitive to the acculturation process. This article compares beliefs about child-rearing and development in Spain and Peru, with the aim of enabling interventions to be adapted to the cultural characteristics of Peruvian families living in Spain. To this end, 43 Spanish and 39 Peruvian professionals and parents participated in a Delphi process, in which they ranked issues corresponding to four topics: child and adolescent needs, functions of the family context, functions of the school context, and the value of childhood and adolescence for society. The results revealed many similarities and some differences between the cultural parenting knowledge of Spanish and Peruvian families. The implications of these results for adapting parenting support programs to migrant Peruvian families are discussed. Specifically, the article concludes that Peruvian families require special support in two areas: establishing rules and limits for children and parental involvement in the school, both of which are key aspects for promoting parenting practices which are better adapted to the families’ new cultural context.

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