Abstract
It is well known that Chinese students outperform American students on various academic outcomes. Recently, researchers have sought to understand this disparity. While school readiness and academic achievement are culturally valued in both the United States and China, parenting practices within these cultures vary widely. Therefore, researchers have linked cultural differences in academic success to parents’ academic socialization practices. Parents in both societies engage in academic socialization so that their children may become successful adults. However, differences among Chinese and American parents can be seen in parental expectations, transition practices, home learning environments, and involvement in their children’s education. This chapter explores these differences in an effort to understand the cultural variation in school readiness and academic success. It is clear that cultural values are intertwined with Chinese and American parents’ socialization practices, which shape children’s school experiences and academic success.
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Further Reading List
OECD. (2016). Education in China: A Snapshot. Retrieved from https://www.oecd.org/china/Education-in-China-a-snapshot.pdf.
Tobin, J. J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United States. Chicago: The University of Chicago Press.
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Capobianco, N.B., Best, D.L. (2020). Academic Socialization and Parenting Practices: A Comparison Among Chinese and American Preschoolers. In: Ashdown, B.K., Faherty, A.N. (eds) Parents and Caregivers Across Cultures. Springer, Cham. https://doi.org/10.1007/978-3-030-35590-6_6
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