Abstract
Individuals who arrive in a new country during their childhood and early adolescence are referred to as the 1.5 generation. In this exploratory case study, five Chinese families were interviewed and examined about the effects of their parenting styles on those 1.5 generation Chinese American students. Findings revealed that these parents’ parenting styles—educational values, educational practices, and family dynamics—have exerted a great impact on the students’ academic performance, psychological well-being, and adaptation to their life in the US. Insights about comparisons between American and Chinese education will be inspiring to educators and scholars for culturally comparative analysis and mental health practitioners working with the adolescents of this ethnicity and their families.
Keywords
parenting styles, language transition, academic performance, psychological well-being
ORCID Identifiers
Yuyang Zhou: https://orcid.org/0000-0002-1498-1714
Xuan Jiang: https://orcid.org/0000-0002-5424-4882
Changmi Wang: https://orcid.org/0000-0003-2634-6475
DOI
10.5038/2577-509X.6.1.1152
Recommended Citation
Zhou, Y., Jiang, X., & Wang, C. (2022). Parenting of 1.5 generation Chinese Americans’ parents: A case study. Journal of Global Education and Research, 6(1), 30-46. https://www.doi.org/10.5038/2577-509X.6.1.1152
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
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