Core Of Asian American Parenting Style - Research Paper Example

 Cultural Values: Core Of Asian American Parenting Style Introduction Adolescence is one of the most interesting phases in human life. However, for development of healthy adolescence, proper guidance and support is important. The seeds of adolescence development are sown in the childhood itself. Different researches have revealed that academic achievement, conduct problem, physical health, addictions, psychological and emotional health of an adolescent, are strongly associated with the parenting style under which he is raised (Russell., Crockett & Chao, 2010, p. 1). Hence, parenting style plays an important role in development of adolescents. One of the major issues of adolescents that United States is facing is the difference between the educational achievement of Asian American and American students. It has been observed that Asian American students are consistent high achievers in the field of education (Sue & Okazaki, 1990, p. 1). This aspect of Asian American adolescents is found to be the result of the parenting style under which they are raised. There is a huge difference in the way the Asian American children and American children are raised by their parents. The difference is not related to the socio-economic or educational status of the parents. The difference is associated with the parenting styles and parent-children relationship in Asian American families and American Families. However, what really lie at the roots of the parenting style of Asian Americans are the cultural values and beliefs that are imbibed in their parenting style. Hence, if the mature behavior and thinking patterns of the Asian American students is to be inculcated by American students, then the American parents need to follow and imbibe the cultural values and beliefs that are the core of Asian American parenting style. Parenting Style Parenting style can be defined as the style of behavior “in which the parents express their attitudes towards children’s responsibilities, engage in various parenting practices and in children’s activities” (Bornstein & Zlotnik, 2009, p. 281). Different parents have different parenting styles. The style in which parents communicate their attitudes and practices of child rearing with their child becomes the base for the emotional climate at home (Bornstein & Zlotnik, 2009, p. 281). Different types of parenting styles like authoritative, permissive, resistant attachment, respeto (Latino style) etc., are adopted by different parents to treat their children (Bornstein & Zlotnik, 2009, p. 281). Through their body language, emotional expressions, tone of voice and quality of attention, parents convey their overall feelings about the child (Bornstein & Zlotnik, 2009, p. 281). However, it has been found that cultural background of parents play an important role in development of their parenting style. The childrearing goals are different in different cultures and hence, the parenting styles are influenced by the cultural beliefs and values in culture (Bornstein & Zlotnik, 2009, p. 281). Hence, it is not surprising to find that children and teenagers from different cultural backgrounds display different behavior patterns in consistent way. Hence, the consistency of high educational performance by Asian American students can be linked to the way they are raised by their parents. However, not everyone think so. The theory of relative functionalism tried to explain the performance of Asian American students in different light. Relative Functionalism Sue and Okazaki believe that the educational achievement of Asian Americans is so high not just because of the cultural values but because of the lack of social mobility opportunities in the non-educational areas (1990, p.1). According to the theory of relative functionalism, due to lack of opportunities in the non-educational areas like sports, entertainment, politics, leadership etc., the only option that remains with the Asian Americans for the upward mobility is the field of education (Sue & Okazaki, 1990, p. 1). Hence, Asian American students are consistent high achievers in the field of education. Relative functionalism states that cultural values do not have direct impact on the educational performance of children. By giving an example of study by Ogbu and Matute-Bianchi (1986), which revealed that Chinese students in China have low rates of literacy than Chinese students in America, relative functionalism states that what drives Asian Americans for high education achievement are the social situations (Sue & Okazaki, 1990, p. 1). Suzuki (1977) has also noted that discrimination suffered in labor jobs due to their minority status left no option for the Chinese and the Japanese Americans but to focus their complete attention on the field of education (Sue & Okazaki, 1990, p. 3). Moreover, after world war-II, the demand for educated employees trained in advanced technology also added the importance of education along with the cultural values (Sue & Okazaki, 1990, p. 3). Hence, educational achievement became highly respected and sole means for mobility of Asian Americans in the American society. In this way, through the theory of ‘relative functionalism’, Sue and Okazaki have tried to explain that the achievement gap is the result of social situations. However, the theory of relative functionalism has overlooked many aspects of Asian American culture and parenting styles while explaining the high performance of Asian American students. It is important to note that even in the modern and free world of today, Asian Americans are still far ahead than the American students in educational performance. This shows that social situations are not at the root of their high performance. Moreover, while referring to the study by Ogbu and Matute-Bianchi (1986), the theory fails to refer to the fact that the intense competition, immensely high volume and difficulty of curriculum in Chinese and Japanese education system makes it more difficult for Chinese and Japanese students to excel in their own country than in the US. For example, according to NCEE (1983) report, academic students in Japan spend 8 hours a day at school and 220 days per year, while academic students in the U.S. spend 6 hours at school and 180 days per year (Pinar, Reynolds, Slattery & Taubman, 2008, p. 804). This shows that it is not an easy task to achieve high grades in tough education system of Asia. Hence, even though social and economic situations were responsible for the educational achievement of the Asian Americans, the fact remains that the cultural values imbibed in the Asian parenting style plays an essential role in educational achievements of the Asian American students. Asian American Parenting Style The credit of the consistent high educational performance by Asian American students is given to the Asian cultural values of hard work, patience and sincere efforts, which are sown in the Asian American children by their parents (Sue & Okazaki, 1990, p. 1). Research by Julian, McKenry and McKelvey (1994) has found that parenting style of Asian Americans emphasize “self-control and doing well in school” (p. 35). The same research has also found that as Asian American parents perceive their children having difficulty in the future, they are strict and display greater demands and expectation from their children than the American parents (Julian, McKenry and McKelvey, 1994, p.36). Moreover, family cohesion and respect for elders in the family is the most important aspect of Asian American culture (Sue & Okazaki, 1990, p. 1). This facilitates the habit of thriftiness and patience in Asian American children (Sue & Okazaki, 1990, p. 1). They are expected to put their family’s needs first and then focus on their individual needs (Parke & Buriel, 2006, p.482). The respect and the value for parents’ effort are so strong that Asian American students make great efforts to perform and excel in their studies. Suzuki (1977) believes that the educational achievement of Japanese and Chinese students can be attributed to their cultural values as respect for education is deeply ingrained in Japanese and Chinese cultures (Sue & Okazaki, 1990, p. 3). Interestingly, the idea of ‘tiger mom’ has emerged from the same Asian cultural values. The idea of ‘tiger mom,’ proposed by Amy Chua, has raised a lot of controversy (Chua, 2011, p. 231). However, according to Chua’s daughter Sophia, the idea of authoritative parenting proposed through the concept of ‘tiger mom,’ is nothing but an exaggerated version of Asian American parenting style, which Western parents are not aware of, and have misinterpreted (Chua, 2011, p.239). The Chinese values and virtues, which are dominantly influenced by Confucian ideology, that human being should cultivate strong morals and aim consistent self-improvement for the benefit of the society and not just for his individual self and growth, are subconsciously ingrained in the psyche of the Asian Americans (Lee, 2011, p. 27). These values are strongly embedded in the subconscious mind of the Asian Americans (Lee, 2011, p. 27). Lin and Fu (1990) found that compared to the American parents, the style of child rearing by Chinese parents is controlling, achievement oriented and independence encouraging (Julian, McKenry & McKelvey, 1994, p.31). A qualitative research also revealed that Chinese mothers impose authoritative rules regarding different aspects of their adolescent children’s lives like studies, friendships, household help etc (Gorman, 1998, p.75). Mothers participating in the research study said that they make it clear to their children that their friends should be brought home so that the parents can get to know the friends and make sure that their children are not in a ‘bad company’ (Gorman, 1998, p.75). Moreover, the rules by Chinese mothers also emphasized help in household chores, which were relaxed only in case of study (Gorman, 1998, p.75). This parenting style helps the Asian American adolescents to develop a habit of obedience, loyalty and honesty towards their parents and elders (Parke & Buriel, 2006, p.482). For the American society, which is driven by individuality and independent lifestyle, the adherence of Asian American children to family values, parental rules and cultural values, seem harsh and unjust. However, researches by Baumrind (1991) and Lamborn et al. (1991) have revealed that broad range of indicators of well-being are found in adolescents who are raised under the authoritative parenting style which is a combination of “high warmth and sensitivity to adolescent’s needs (support) with firm standards of behavior (control)” (Russell., Crockett & Chao, 2010, p. 1). This explains why the Asian parenting style, even though it looks strict, works positively and leads to development of a child into a healthy adolescent. Moreover, there is difference between the way children from American families and children from Asian American families treat their elders. Bonding With Grandparents Asian Americans are gifted with a very beneficial cultural value of respecting the elders, especially grandparents, in the family. In the U.S., most of the adults send their parents, who have become old, to the nursing home (Lee, 2011, p. 51). This decreases the frequency of communication with their parents and makes their children to lose on the opportunity of gaining warmth, love and wisdom from grandparents (Lee, 2011, p. 51). However, Asian American parents value the wisdom, warmth and experience that come with old age. Hence, they keep their elders with them and treat them with respect and love (Lee, 2011, p. 51). The opinions and suggestions of the elders are highly valued in the family decisions (Lee, 2011, p. 51). Asian American children observe this and imbibe these values in their behavior and hence, they develop the habit of respect and reverence towards the elders (Lee, 2011, p. 51). This not only helps them in gaining wisdom and experience of past generation, but also helps in developing the habit of valuing human contact and relationships. This practice of passing parental respect and love, from one generation to another, helps the Asian American adolescents to develop mature and responsible thinking earlier than the American adolescents. Hence, their responsible approach towards education also develops early, and that helps them in achieving high grades in studies and keeping the name of the family in high respect. Conclusion The literature review of Asian American parenting style reveals that every aspect of their parenting style is influenced by cultural values, family tradition, respect for elders and obedience. As Asian American adolescents grow up observing their parents following all these cultural values and behavior patterns very loyally and lovingly, they inculcate these values very easily. These cultural values help them in developing a mature and responsible outlook towards their education and hence, they study hard and consistently achieve high grades in schools and colleges. Hence, the Asian American parenting style, which is strict and demanding in nature, brings out the best in the Asian American children and helps them not only to become consistent high achievers in their educational fields, but also to grow into a responsible, mature and humble human beings.. References Bornstein, M.H. & Zlotnik, D. (2009). Parenting Styles And Their Effects. In J.B. Benson & M.M. Haith (Eds.). Social and Emotional  Development In Infancy and Early Childhood. (pp. 280-292). San Diego, CA: Academic Press. Chua, A. (2011). Battle Hymn Of The Tiger Mom. London, UK: Bloomsbury Publishing. Gorman, J. C. (1998). Parenting Attitudes and Practices of Immigrant Chinese Mother of Adolescents. Family Relation. 47 (1), 73-80.  Julian, T. W., McKenry, P. C. & McKelvey, M.W. (1994). Cultural Variations in parenting: Perceptions of Caucasian, African-American, Hispanic, and Asian-American parents. Family Relations. 43(1), 30-37 Parke, R.D. & Buriel, R. (2006) Socialization in the family: ethnic and ecological perspectives. In W.Demon, M. Eisenberg & R. Lerner (Eds.). Handbook Of Psychology: Social, Emotional  and Personality Development (6th ed.). (pp. 429-504). Hoboken, NJ: John Wiley & Sons, Inc. Pinar, W., Reynolds, W., Slattery, P. & Taubman, P. (2008). Understanding Curriculum: An Introduction To The Study Of Historical And Contemporary Curriculum Discourses. New York, NY: Peter Lang Publishing, Inc. Lee, A. (2011). What U.S. Can Learn From China: An Open-Minded Guide To Treat Our Greatest Competitor As Our Greatest Teacher. San Francisco, Ca: Berett-Koehler Publishers, Inc. Russell, S.T., Crockett, L.J. & Chao, R.K. (2010). Asian American Parenting And Parent-Adolescent Relationships. New York, NY: Springer. Sue, S. & Okazaki, S. (1990). Asian-American Educational Achievements: A Phenomenon in Search of an Explanation. American Psychologist. Retrieved from Read More