Rao et al. (2003) Flashcards
Chinese/Confucian philosophy vs Indian/Hindu philosophy: beliefs about causes of development
- Confucian philosophy: environment is considered most important influence on child development (nurture)
- Hindu philosophy: predispositions you’re born with is more important (nature)
Chinese/Confucian philosophy vs Indian/Hindu philosophy: beliefs about childhood
- Chinese parents: parents are indulgent when children are very young, but when they reach “age of understanding” (ex. 4 yrs old), parents begin enforcing strict discipline
- Indian parents: childhood as a carefree, innocent period of life, should be welcomed and indulged; “age of understanding” happens much later (ex. age 10)
Chinese/Confucian philosophy vs Indian/Hindu philosophy: beliefs about social and family relationships
- Both are hierarchical and patriarchal; generational status, birth order, age, and gender determines social status
- Chinese family boundaries less flexible; more flexible for Indian families (ie. flexible for people outside of the immediate nuclear family)
Chinese/Confucian philosophy vs Indian/Hindu philosophy: beliefs about importance of academic acheivement
- Academic achievement and hard work valued for both; achievement motivation based on group/collectivist values (ie. to please their families)
- Difference: Chinese belief systems stress that all children regardless of innate ability can do well with effort → may influence parental expectations
Chinese/Confucian philosophy vs Indian/Hindu philosophy: beliefs about affective control
- Chinese: training children to control emotions and avoid expressing thoughts/feelings; behavioural conformity
- Indian: controlling emotions isn’t as valued
Chinese/Confucian philosophy vs Indian/Hindu philosophy: beliefs about the role of the mother
- Both: mother is dominant caregiver; her duty to bring up children well
- Confucian: father-son relationship is more important, whereas Hindu = mother-son
How does Chao explain the finding that authoritarian parenting was not negatively related to academic achievement for Chinese students?
- Suggests that the concept of “authoritarian” parenting may not be relevant for chinese culture → alternative measure of parenting exists called “training”
- Chinese parents should not be categorized according to western ideals
What 3 variables are used in this study represent the concept of parenting/child-rearing practices?
Authoritative practices, authoritarian practices, training practices
what 2 variables are used in this study to represent socialization goals?
- Filial Piety (respecting elders, being grateful to them)
- Socioemotional Development (being trusting, emotionally independent, comfortable sharing emotions, getting along with others, etc.)
of the 5 hypotheses, which ones could the study actually explore? Why? What were the results?
- 5 (In both cultures, valuing emotional/social development would be related to the use of authoritative practices, whereas stressing filial piety would be related to authoritarian and training practices)
- Couldn’t explore other 4 due to response bias (Indian moms always responded stronger - prevented real mean differences from occurring in other hypotheses → might not truly be indicative of different values)
- Found support in both Indian and Chinese cultures for link between social-emotional development and authoritative and between filial piety and authoritarian; but not between filial piety and training (only in Chinese)
What was the nature of the correlation between the 2 socialization goals for Chinese and Indian mothers? Why?
- The correlation between Filial Piety and Socioemotional Development was positive for Indian mothers and negative for Chinese mothers (cultural-specific effect)
- May be because Chinese parents feel like socioemotional development will stop child from pushing themselves as much, whereas Indian families are more okay with self-expression and socioemotional development
