Reconceptualizing parental involvement: A sociocultural model explaining Chinese immigrant parents’ school-based and home-based involvement

References

• Arunkumar, R., Midgley, C., & Urdan, T. (1999). Perceiving high or low home–school dissonance: Longitudinal effects on adolescent emotional and academic well-being. Journal of Research on Adolescence, 9(4), 441–466. https://doi.org/10.1207/s15327795jra0904_4
   Web of Science ®Google Scholar
• Bempechat, J., Li, J., & Ronfard, S. (2018). Relations among cultural learning beliefs, self-regulated learning, and academic achievement for low-income Chinese American adolescents. Child Development, 89(3), 851–861. https://doi.org/10.1111/cdev.12702
   PubMed Web of Science ®Google Scholar
• Bempechat, J., Shernoff, D. J., Puttre, H., & Wolff, S. (in press). Parental influences on achievement motivation and student engagement. In A. L. Reschly, & S. L. Christenson (Eds.), Handbook of research on student engagement (2nd ed.). Springer Science.
   Google Scholar
• Bornstein, M. H., Bohr, Y., & Hamel, K. (2020). Immigration, acculturation and parenting. In R. E. Tremblay, M. Boivin, & RDeV Peters (Eds.), Encyclopedia on early childhood development (pp. 1–10). Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development.
   Google Scholar
• Camras, L., Kolmodin, K., & Chen, Y. (2008). Mothers' self-reported emotional expression in Mainland Chinese, Chinese American and European American families. International Journal of Behavioral Development, 32(5), 459–463. https://doi.org/10.1177/0165025408093665
   Web of Science ®Google Scholar
• Central Government of the People's Republic of China. (2020, October 13). Shenhua xinshidai jiaoyupingjia gaige zongtifangan [The overall plan for deepening the reform of education evaluation in the new era]. http://www.gov.cn/zhengce/2020-10/13/content_5551032.htm
   Google Scholar
• Chao, R. K. (1994). Beyond parental control and authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training. Child Development, 65(4), 1111–1119. https://doi.org/10.1111/j.1467-8624.1994.tb00806.x
   PubMed Web of Science ®Google Scholar
• Chao, R. K. (1996). Chinese and European American mothers’ beliefs about the role of parenting in children’s school success. Journal of Cross-Cultural Psychology, 27(4), 403–423. https://doi.org/10.1177/0022022196274002
   Web of Science ®Google Scholar
• Chao, R. K. (2000). The parenting of immigrant Chinese and European American mothers: Relations between parenting styles, socialization goals, and parental practices. Journal of Applied Developmental Psychology, 21(2), 233–248. https://doi.org/10.1016/S0193-3973(99)00037-4
   Web of Science ®Google Scholar
• Cheah, C. S. L., Leung, C. Y. Y., & Zhou, N. (2013). Understanding “tiger parenting” through the perceptions of Chinese immigrant mothers: Can Chinese and U.S. parenting coexist? Asian American Journal of Psychology, 4(1), 30–40. https://doi.org/10.1037/a0031217
   PubMed Web of Science ®Google Scholar
• Cheah, C. S. L., Li, J., Zhou, N., Yamamoto, Y., & Leung, C. (2015). Understanding Chinese immigrant and European American mothers’ expressions of warmth. Developmental Psychology, 51(12), 1802–1811. https://doi.org/10.1037/a0039855
   PubMed Web of Science ®Google Scholar
• Chen, C., & Stevenson, H. W. (1995). Motivation and mathematics achievement: A comparative study of Asian-American, Caucasian-American, and East Asian high school students. Child Development, 66(4), 1215–1234. https://doi.org/10.2307/1131808
   Web of Science ®Google Scholar
• Chirkov, V. (2020). An introduction to the theory of sociocultural models. Asian Journal of Social Psychology, 23(2), 143–162. https://doi.org/10.1111/ajsp.12381
   Web of Science ®Google Scholar
• Comer, J. (2005). The rewards of parent participation. Education Leadership, 62(6), 38–42.
   Web of Science ®Google Scholar
• Constantino, R., Cui, L., & Faltis, C. (1995). Chinese parental involvement: Reaching new levels. Equity & Excellence in Education, 28(2), 46–50. https://doi.org/10.1080/1066568950280207
   Google Scholar
• Council of Chief State School Officers. (2013). Interstate teacher assessment and support consortium in TASC model core teaching standards and learning progressions for teachers 1.0: A resource for ongoing teacher development. https://ccsso.org/resource-library/intasc-model-core-teaching-standards-and-learning-progressions-teachers-10
   Google Scholar
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
   Google Scholar
• Dyson, L. (2001). Home-school communication and expectations of recent Chinese immigrants. Canadian Journal of Education / Revue Canadienne de L'éducation, 26(4), 455–476. https://doi.org/10.2307/1602177
   Google Scholar
• Epstein, J. L., & Sanders, M. G. (2002). Family, school, and community partnerships. In M. H. Bornstein (Ed.), Handbook of parenting volume 5: Practical issues in parenting (pp. 407–437). Erlbaum Associates.
   Google Scholar
• Fernández-Reino, M. (2016). Immigrant optimism or anticipated discrimination? Explaining the first educational transition of ethnic minorities in England. Research in Social Stratification and Mobility, 46, 141–156. https://doi.org/10.1016/j.rssm.2016.08.007
   Web of Science ®Google Scholar
• Fong, V. L. (2004). Only hope: Coming of age under China's one-child policy. Stanford University Press.
   Google Scholar
• Fuligni, A. J. (2007). Family obligation, college enrollment, and emerging adulthood in Asian and Latin American families. Child Development Perspectives, 1(2), 96–100. https://doi.org/10.1111/j.1750-8606.2007.00022.x
   Google Scholar
• García Coll, C., & Marks, A. K. (2009). Immigrant stories: Ethnicity and academics in middle childhood. Oxford University Press.
   Google Scholar
• Gonzales, S. M., & Gabel, S. L. (2017). Exploring involvement expectations for culturally and linguistically diverse parents: What we need to know in teacher education. International Journal of Multicultural Education, 19(2), 61–81. https://doi.org/10.18251/ijme.v19i2.1376
   Web of Science ®Google Scholar
• Haimovitz, K., & Dweck, C. S. (2017). The origins of children's growth and fixed mindsets: New research and a new proposal. Child Development, 88(6), 1849–1859. https://doi.org/10.1111/cdev.12955
   PubMed Web of Science ®Google Scholar
• Hao, L., & Bonstead-Bruns, M. (1998). Parent-child differences in educational expectations and the academic achievement of immigrant and native students. Sociology of Education, 71(3), 175–198. https://doi.org/10.2307/2673201
   Web of Science ®Google Scholar
• Harkness, S., & Super, C. M. (2002). Culture and parenting. In M. H. Bornstein (Ed.), Handbook of parenting volume 2: Biology and ecology of parenting (pp. 253–280). Lawrence Erlbaum Associates.
   Google Scholar
• Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2004). Parental academic involvement as related to school behavior, achievement, and aspirations: Demographic variation across adolescence. Child Development, 75(5), 1491–1509. https://doi.org/10.1111/j.1467-8624.2004.00753.x
   PubMed Web of Science ®Google Scholar
• Ho, D. Y. F. (1986). Chinese patterns of socialization: A critical review. In M. H. Bond (Ed.), The psychology of the Chinese people (pp. 1–37). Oxford University Press.
   Google Scholar
• Ho, E. S. C., & Staub, K. V. (2018). Home and school relationships in Switzerland and Hong Kong. In S. B. Sheldon & T. A. Turner-Vorbeck (Eds.), The Wiley handbook of family, school, and community relationships in education (pp. 289–314). John Wiley & Sons, Inc. https://doi.org/10.1002/9781119083054.ch14
   Google Scholar
• Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42. https://doi.org/10.3102/00346543067001003
   Web of Science ®Google Scholar
• Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105–130. https://doi.org/10.1086/499194
   Web of Science ®Google Scholar
• Huntsinger, C. S., & Jose, P. E. (2009). Parental involvement in children’s schooling: Different meanings in different cultures. Early Childhood Research Quarterly, 24(4), 398–410. https://doi.org/10.1016/j.ecresq.2009.07.006
   Web of Science ®Google Scholar
• Huntsinger, C. S., Jose, P. E., Larson, S. L., Balsink Krieg, D., & Shaligram, C. (2000). Mathematics, vocabulary, and reading development in Chinese American and European American children over the primary school years. Journal of Educational Psychology, 92(4), 745–760. https://doi.org/10.1037/0022-0663.92.4.745
   Web of Science ®Google Scholar
• Jackson, K. (2005). Rethinking parent involvement: African American mothers construct their roles in the mathematics education of their children. School Community Journal, 15(1), 51–73.
   Google Scholar
• Ji, C. S., & Koblinsky, S. A. (2009). Parent involvement in children’s education: An exploratory study of urban, Chinese immigrant families. Urban Education, 44(6), 687–709. https://doi.org/10.1177/0042085908322706
   Web of Science ®Google Scholar
• Jiang, F., Zhou, G., Zhang, Z., Beckford, C., & Zhong, L. (2012). Chinese immigrant parents’ communication with school teachers. Canadian and International Education, 41(1), 59–80.
   Google Scholar
• Jung, S., Fuller, B., & Galindo, C. (2012). Family functioning and early learning practices in immigrant homes. Child Development, 83(5), 1510–1526. https://doi.org/10.1111/j.1467-8624.2012.01788.x
   PubMed Web of Science ®Google Scholar
• Kao, G. (1995). Asian Americans as model minorities? A look at their academic performance. American Journal of Education, 103(2), 121–159. https://doi.org/10.1086/444094
   Web of Science ®Google Scholar
• Kao, G., & Tienda, M. (1995). Optimism and achievement: The educational performance of immigrant youth. Social Science Quarterly, 76(1), 1–19. https://www.jstor.org/stable/44072586
   Web of Science ®Google Scholar
• Kim, S. W. (2019). Left-behind children: Teachers’ perceptions of family school relations in rural China. Compare: A Journal of Comparative and International Education, 49(4), 584–601. doi.org/ https://doi.org/10.1080/03057925.2018.1438885
   Web of Science ®Google Scholar
• Lareau, A., & Calarco, J. M. (2012). Class, cultural capital, and institutions: The case of families and schools. In S. T. Fiske & H. R. Markus (Eds.), Facing social class: How societal rank influences interaction (pp. 61–86). Russell Sage Foundation.
   Google Scholar
• Lee, S. J. (2009). Unraveling the “model minority” stereotype: Listening to Asian American youth. (2nd ed.). Teachers College Press.
   Google Scholar
• Lee, T. H. C. (1999). Education in traditional China: A history. Brill Academic.
   Google Scholar
• Li, C. (2013). The Confucian philosophy of harmony. Routledge.
   Google Scholar
• Li, J. (2012). Cultural foundations of learning: East and West. Cambridge University Press. https://doi.org/10.1017/CBO9781139028400
   Google Scholar
• Li, J., Fung, H., Bakeman, R., Rae, K., & Wei, W. (2014). How European American and Taiwanese mothers talk to their children about learning. Child Development, 85(3), 1206–1221. https://doi.org/10.1111/cdev.12172
   PubMed Web of Science ®Google Scholar
• Li, J., Holloway, S. D., Bempechat, J., & Loh, E. (2008). Building and using a social network: Nurture for low-income Chinese American adolescents’ learning. In H. Yoshikawa & N. Way (Eds.), Beyond families and schools: How broader social contexts shape the adjustment of children and youth in immigrant families (pp.9–25). Jossey-Bass. https://doi.org/10.1002/cd.220
   Google Scholar
• Li, J., & Yamamoto, Y. (2020). Western and East Asian sociocultural learning models: Evidence from cross-cultural and immigrant research. Asian Journal of Social Psychology, 23(2), 174–186. https://doi.org/10.1111/ajsp.12384
   Web of Science ®Google Scholar
• Li, J., Yamamoto, Y., Luo, L., Batchelor, A. K., & Bresnahan, R. M. (2010). Why attend school? Chinese immigrant and European American preschoolers’ views and outcomes. Developmental Psychology, 46(6), 1637–1650. https://doi.org/10.1037/a0019926
   PubMed Web of Science ®Google Scholar
• Li, J.-Y. (2021). Chongxin renshi, jiaoshi jiafang de wenhua yu xiaoyu jiazhi [Revisit the cultural and educational value of home visit by teachers]. Zhongguo Xiaoyu [China Education]. https://article.xuexi.cn/articles/index.html?art_id=783666499026442641&item_id=783666499026442641&study_style_id=feeds_default&pid=&ptype=-1&source=share&share_to=wx_feed&from=timeline&isappinstalled=0
   Google Scholar
• Liang, Z. (2021). Surveyed data on Chinese teacher home visits and parental participation in school activities [Unpublished raw data].
   Google Scholar
• Lin, C.-Y C., & Fu, V. R. (1990). A comparison of child-rearing practices among Chinese, immigrant Chinese, and Caucasian-American parents. Child Development, 61(2), 429–433. https://doi.org/10.2307/1131104
   Web of Science ®Google Scholar
• Liu, A., & Xie, Y. (2016). Why do Asian Americans academically outperform Whites? – The cultural explanation revisited. Social Science Research, 58, 210–226. https://doi.org/10.1016/j.ssresearch.2016.03.004
   PubMed Web of Science ®Google Scholar
• Louie, V. (2001). Parents’ aspirations and investment: The role of social class in the educational experiences of 1.5- and second-generation Chinese Americans. Harvard Educational Review, 71(3), 438–447. https://doi.org/10.17763/haer.71.3.lv51475vjk600h38
   Web of Science ®Google Scholar
• Mapp, K. L. (2003). Having their say: Parents describe why and how they are engaged in their children’s learning. School Community Journal, 13(1), 35–64. http://www.adi.org/journal/ss03/Mapp%2035-64.pdf
   Google Scholar
• Miller, P. J., & Cho, G. E. (2018). Self-esteem in time and place: How American families imagine, enact, and personalize a cultural ideal. Oxford University Press.
   Google Scholar
• Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
   Google Scholar
• Ng, F. F.-Y., Pomerantz, E. M., & Lam, S.-F. (2007). European American and Chinese parents’ responses to children’s success and failure: Implications for children’s responses. Developmental Psychology, 43(5), 1239–1255. https://doi.org/10.1037/0012-1649.43.5.1239
   PubMed Web of Science ®Google Scholar
• Ng, F. F.-Y., Sze, I. N.-L., Tamis-LeMonda, C. S., & Ruble, D. N. (2017). Immigrant Chinese mothers’ socialization of achievement in children: A strategic adaptation to the host society. Child Development, 88(3), 979–995. https://doi.org/10.1111/cdev.12701
   PubMed Web of Science ®Google Scholar
• Ng, F. F.-Y., & Wei, J. (2020). Delving into the minds of Chinese parents: What beliefs motivate their learning-related practices?. Child Development Perspectives, 14(1), 61–67. https://doi.org/10.1111/cdep.12358
   Web of Science ®Google Scholar
• Oakes, W. P., Jimenez-Silva, M., Davis, L. M., & Leon, V. (2017). Addressing DEC’s family recommended practices: Community cultural wealth framework. In C. M. Trivette & B. Keilty (Eds.), Family: Knowing families, tailoring practices, building capacity. Monograph Series (Vol. 3, pp. 23–32). Council for Exceptional Children, Division of Early Childhood.
   Google Scholar
• Pang, I.-W. (2004). School–family–community partnership in Hong Kong – Perspectives and challenges. Educational Research for Policy and Practice, 3(2), 109–125. https://doi.org/10.1007/s10671-004-5556-7
   Google Scholar
• Pearce, R. R. (2006). Effects of cultural and social structural factors on the achievement of White and Chinese American students at school transition points. American Educational Research Journal, 43(1), 75–101. https://doi.org/10.3102/00028312043001075
   Web of Science ®Google Scholar
• Pearce, R. R., & Lin, Z. (2007). Chinese American post-secondary achievement and attainment: A cultural and structural analysis. Educational Review, 59(1), 19–36. https://doi.org/10.1080/00131910600796827
   Web of Science ®Google Scholar
• Peng, S. S., & Wright, D. (1994). Explanation of academic achievement of Asian American students. The Journal of Educational Research, 87(6), 346–352. https://doi.org/10.1080/00220671.1994.9941265
   Web of Science ®Google Scholar
• Pew Research Center. (2021a). Chinese in the U.S. fact sheet. https://www.pewresearch.org/social-trends/fact-sheet/asian-americans-chinese-in-the-u-s/
   Google Scholar
• Pew Research Center. (2021b). Key facts about Asian Americans, a diverse and growing population. https://www.pewresearch.org/fact-tank/2021/04/29/key-facts-about-asian-americans/
   Google Scholar
• Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77(3), 373–410. https://doi.org/10.3102/003465430305567
   Web of Science ®Google Scholar
• Qin, D. B., & Han, E.-J. (2014). Tiger parents or sheep parents? Struggles of parental involvement in working-class Chinese immigrant families. Teachers College Record: The Voice of Scholarship in Education, 116(8), 1–32. https://doi.org/10.1177/016146811411600807
   PubMed Web of Science ®Google Scholar
• Qin, D. B., Way, N., & Mukherjee, P. (2008). The other side of the model minority story: The familial and peer challenges faced by Chinese American adolescents. Youth & Society, 39(4), 480–506. https://doi.org/10.1177/0044118X08314233
   Web of Science ®Google Scholar
• Schneider, B., & Lee, Y. (1990). A model for academic success: The school and home environment of East Asian students. Anthropology & Education Quarterly, 21(4), 358–377. https://doi.org/10.1525/aeq.1990.21.4.04x0596x
   Web of Science ®Google Scholar
• Smith, T. E., & Sheridan, S. M. (2019). The effects of teacher training on teachers' family-engagement practices, attitudes, and knowledge: A meta-analysis. Journal of Educational and Psychological Consultation, 29(2), 128–157. https://doi.org/10.1080/10474412.2018.1460725
   Web of Science ®Google Scholar
• Souto-Manning, M., & Swick, K. J. (2006). Teachers' beliefs about parent and family involvement: Rethinking our family involvement paradigm. Early Childhood Education Journal, 34(2), 187–193. https://doi.org/10.1007/s10643-006-0063-5
   Google Scholar
• Steinberg, L., Dornbusch, S. M., & Brown, B. B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. The American Psychologist, 47(6), 723–729. https://doi.org/10.1037//0003-066X.47.6.723
   PubMed Web of Science ®Google Scholar
• Suárez-Orozco, C., Suárez-Orozco, M. M., & Todorova, I. (2008). Learning a new land: Immigrant students in American society. Harvard University Press.
   Google Scholar
• Sue, S., & Okazaki, S. (1990). Asian-American educational achievements. A phenomenon in search of an explanation. The American Psychologist, 45(8), 913–920. https://doi.org/10.1037//0003-066X.45.8.913
   PubMed Web of Science ®Google Scholar
• Sy, S. R. (2006). Rethinking parent involvement during the transition to first grade: A focus on Asian American families. The School Community Journal, 16(1), 107–125. https://www.adi.org/journal/ss06/SySpring2006.pdf
   Google Scholar
• Turney, K., & Kao, G. (2009). Barriers to school involvement: Are immigrant parents disadvantaged? The Journal of Educational Research, 102(4), 257–271. https://doi.org/10.3200/JOER.102.4.257-271
   Web of Science ®Google Scholar
• Walker, J. M. T., Wilkins, A. S., Dallaire, J. R., Sandler, H. M., & Hoover-Dempsey, K. V. (2005). Parental involvement: Model revision through scale development. The Elementary School Journal, 106(2), 85–104. https://doi.org/10.1086/499193
   Web of Science ®Google Scholar
• Wang, D. (2008). Family-school relations as social capital: Chinese parents in the United States. The School Community Journal, 18(2), 119–146. http://www.adi.org/journal/fw08/WangFall2008.pdf
   Google Scholar
• Warren, M. R., Hong, S., Rubin, C. L., & Uy, P. S. (2009). Beyond the bake sale: A community-based relational approach to parent engagement in schools. Teachers College Record: The Voice of Scholarship in Education, 111(9), 2209–2254. https://doi.org/10.1177/016146810911100901
   Web of Science ®Google Scholar
• Wu, G.-M., & Zeng, G.-Z. (2011). Nantaiwan shehuiyanjiu de sanyuan sikao: Quyuyanjiu, shehuiyiti yu gongminshehui. National Pingdong Education University Press.
   Google Scholar
• Xie, Y., & Goyette, K. (2003). Social mobility and the educational choices of Asian Americans. Social Science Research, 32(3), 467–498. https://doi.org/10.1016/S0049-089X(03)00018-8
   Web of Science ®Google Scholar
• Yamamoto, Y., & Li, J. (2012). What makes a high-quality preschool? Similarities and differences between Chinese immigrant and European American parents’ views. Early Childhood Research Quarterly, 27(2), 306–315. https://doi.org/10.1016/j.ecresq.2011.09.005
   Web of Science ®Google Scholar
• Yamamoto, Y., Li, J., Bao, H., & Suh, W. (2021). Demand and direct involvement: Chinese American and European American preschoolers’ perceptions of parental involvement in children’s schooling. In H. Chu & B. Thelamour (Eds.), Conceptual and methodological approaches to navigating immigrant ecologies (pp. 199–218) Springer.
   Google Scholar
• Yamamoto, Y., Li, J., Li, A., LaFave, R., & Reichling, C. J. (2022). Raising humble children: Asian immigrant families’ socialization and children’s school experiences. In M. J. Strickland (Ed.), Composing storylines of possibilities: Immigrant and refugee families navigating school (pp. 37–54). Information Age Publishing.
   Google Scholar
• Yamamoto, Y., Li, J., & Liu, J. L. (2016). Does socioeconomic status matter for Chinese immigrants’ academic socialization? Family environment, parental engagement, and preschoolers’ outcomes. Research in Human Development, 13(3), 191–206. https://doi.org/10.1080/15427609.2016.1194706
   Web of Science ®Google Scholar
• Zhou, G., & Zhong, L. (2018). Chinese immigrant parents’ involvement in their children’s school-based education: Behaviours and perceptions. In Y. Guo (Ed.), Home-school relations (pp. 89–111). Springer. https://doi.org/10.1007/978-981-13-0324-1_6
   Google Scholar
• Zhou, M., & Kim, S. S. (2006). Community forces, social capital, and educational achievement: The case of supplementary education in the Chinese and Korean immigrant communities. Harvard Educational Review, 76(1), 1–29. https://doi.org/10.17763/haer.76.1.u08t548554882477
   Web of Science ®Google Scholar
• Zhou, M., & Lee, J. (2017). Hyper-selectivity and the remaking of culture: Understanding the Asian American achievement paradox. Asian American Journal of Psychology, 8(1), 7–15. https://doi.org/10.1037/aap0000069
   Web of Science ®Google Scholar