Graduate Thesis Or Dissertation
 

Parental contributions to aspects of ethnic development among four- and seven-year-old Chinese-American children

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/9p290d26r

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  • This study had two major purposes. The first focused upon understanding the development of aspects of ethnic development among 4- and 7-year-old Chinese-American boys and girls from immigrant and non-immigrant families. The second focused upon understanding the contribution of selected parental (fathers' and mothers') characteristics on aspects of children's ethnic development. Results revealed 7-year-olds had significantly higher ethnic awareness and cognition scores than 4-year-olds. However, 7-year-olds also had significantly lower negative ethnic attitudes scores, and tended to have lower ethnic preference scores than 4-year-olds. In addition, ethnic awareness and cognition were the criterion variables harboring most of the significant predictor variables. Age was the strongest predictor variable. Parental (fathers' and mothers' combined) encouragement was a significant negative predictor of children's negative attitudes, while parental child rearing attitudes tended to be a positive predictor of children's ethnic awareness. Among 4-year-olds, ethnic awareness and cognition were the criterion variables harboring most of the significant predictor variables. Among 7-year-olds, however, ethnic preference and positive ethnic attitudes were those harboring most of the significant predictor variables. Selected fathers' characteristics appeared to be more predictive of aspects of children's ethnic development than mothers', particularly among 4-year-olds. However, selected fathers' and mothers' characteristics were found to contribute both positively and negatively to aspects of 4- and 7-year-old Chinese-American children's ethnic development.
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