How British-Chinese Parents Support Their Children: A View from the Regions

Autor/inn/en	Gates, Peter; Guo, Xumei
Titel	How British-Chinese Parents Support Their Children: A View from the Regions
Quelle	In: Educational Review, 66 (2014) 2, S.168-191 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2013.768958
Schlagwörter	Foreign Countries; Asians; Parents; Cultural Capital; Parent Child Relationship; Secondary School Students; Academic Achievement; Interviews; Cultural Background; Cultural Differences; Educational Attainment; Ethnicity; Immigrants; Educational Attitudes; Parenting Styles; Telephone Surveys; Sampling; Ethics; Reliability; Parent School Relationship; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Eltern; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sekundarschüler; Schulleistung; Interviewing; Interviewtechnik; Kultureller Unterschied; Bildungsabschluss; Bildungsgut; Ethnizität; Immigrant; Immigrantin; Immigranten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Telephone interview; Telefoninterview; Ethik; Reliabilität; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Qualitative Forschung
Abstract	Although the high level of achievement experienced by British-Chinese pupils in schools is well documented, the Chinese community in the UK is a relatively under-researched ethnic group. There is only patchy information on ways in which British-Chinese parents and children engage with education. It is often presumed the success of Chinese pupils is due to conformist cultural practices leading to the enactment of effective cultural capital. In this paper we examine support strategies adopted by professional and non-professional British-Chinese parents of young people in secondary schools in the East Midlands of England. Through demographic and qualitative interview data we look at how British-Chinese parents support their children's educational achievement. Our study suggests that the parents adopt similar strategies to those seen in British and North American parents, yet with some significant class nuances related to cultural divergence. This suggests that class influence is less rigorous than other analyses, being supplanted by cultural dispositions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10