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What is Positive Parenting?: Perspectives from Low-Income Chinese Immigrant Caregivers Living in Greater Boston

Wed, April 7, 12:55 to 1:55pm EDT (12:55 to 1:55pm EDT), Virtual

Abstract

In the U.S., Chinese immigrant parenting or caregiving, viewed through a Western parenting lens (Baumrind, 1971), is often perceived as strict, controlling, and lacking in warmth (e.g. Chao, 1994; Lieber et al., 2006) and described as “tiger parenting” (Kim, 2013). However, there is increasing evidence that applying Western parenting styles to understand Chinese immigrant caregiving is likely misguided (e.g., Cheah et al., 2015; Gorman, 1998). Therefore, there is a need to improve understanding of positive Chinese immigrant caregiving beyond Western conceptualization. Furthermore, it is not clear how Chinese immigrant caregivers draw upon Western caregiving to care for their children (Cheah et a., 2015). Lastly, few studies focus on caregiving among Chinese low-income immigrant caregivers. This phenomenological qualitative study examined positive caregiving among low-income Chinese immigrant caregivers living in the Greater Boston area. Twenty-four primary caregivers, recruited predominantly through a community organization serving Chinese immigrant families, participated in one of four focus groups conducted in Cantonese and Mandarin in Fall 2019. Ninety-two percent identified as female. Sixty percent immigrated to the U.S. between 2009 and 2016, predominantly from Guangdong, China. All caregivers had at least one child between the ages of 2 and 11. As part of a larger study on caregiving and contextual influences, participants were asked whom they would like their children to be as adults, their perception of what caregiving practices, which they were asked to identify as Western, Eastern, and both, would help their children meet those expectations, and what strategies effectively address problematic behaviors. Audio and video recordings were translated and transcribed by native speakers on the research team. Thematic analysis using emic and etic approaches was used to analyze the data. Based on transcripts, an initial codebook was developed to capture participants’ words, phrases, attitudes and beliefs. Coding was applied using Dedoose and interrater reliability was considered. After coding, preliminary themes were identified within and across focus groups. Data reduction sessions resulted in final identified themes. We found that, contrary to stereotypes, caregivers’ expectations extended beyond academic achievement. Their expectations included that their children be well-rounded adults, independent, physically and mentally healthy, being a good citizen, and happy. Caregivers identified strategies and practices that could help their children achieve their expectations and address any problematic behaviors. A common Chinese practice discussed was teaching using reasoning (讲道理) which refers to providing children with explanations (e.g. why good hygiene is important), explaining right and wrong, and teaching developmentally appropriate skills. Other practices included modeling, setting rules, considering the quality of time spent with children (accompaniment), and praise. To address problematic behaviors, many Chinese immigrant caregivers discussed the “cool down” technique, in which children are given time to emotionally calm down, and caregivers also have time to decompress. Other strategies included timeout, a Western strategy, ignoring tantrums, and punishment (e.g. standing for a time). These findings advanced knowledge of positive parenting strategies utilized by Chinese immigrant caregivers and have implications for providing parenting support and culturally adapting parenting interventions for low-income Chinese immigrant families.

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