Chinese Immigrant Mothers’ Role Identity and Parental Involvement With Young Children (Poster 3)

• In Event: AERA Poster Session Friday 3:20 p.m.
  In Poster Session: Early Education and Child Development

Abstract

Immigrant parents with young children negotiate dilemmas that stem from navigating the different cultures of their home and of their adopting country in ways that defy simplistic stable categorizations, like parenting styles. In this multiple case study, we employed the Dynamic Systems Model of Role Identity (Kaplan & Garner, 2017) to conceptualize three Chinese immigrant mothers’ role identity and parental involvement with young children aged 3 to 5 in Philadelphia. The findings revealed that, while having different role identities, the three mothers’ navigated well between the Chinese and the U.S. educational systems. They integrated teacher role identity into their mother role identity, imparting values and skills. Moreover, they negotiated multiple role identities including self, mother, and other familial role identities.

Authors

• Qiling Wu, Temple University

• Annemarie H. Hindman, Temple University

• Avi Kaplan, Temple University