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Chinese American Immigrant Parents' Socialization of Emotions in Bilingual Bicultural Preschool Children.

ABSTRACT: The purpose of this study was to examine Cantonese-speaking Chinese American immigrant parents' socialization of emotions in bilingual bicultural preschool children, using a combination of a parent questionnaire and parent language samples from emotion-elicited storytelling tasks. Sixteen Cantonese-speaking parents and their children participated in this study. Children were sequential bilinguals who were exposed to Cantonese (L1) at home since birth, and then learned English (L2) at school. The Chinese parent questionnaire examined parents' emotion talk in the home, as well as the child's dual language background and language distribution. Parents' language samples in Cantonese were collected from three parent-child storytelling tasks that each elicited a different type of negative emotion (sad, angry, scared). Results from the parent questionnaire and the parent language samples were analyzed using quantitative and qualitative methods. In the parent questionnaire, correlation analysis revealed that parents' use of guilt emotions was not associated with any of the other emotion words, suggesting that parents may not talk about guilt as frequently as the other emotions. Results from the parents' language samples showed no significant differences between parents' number of emotion words and emotion explanations across the storytelling tasks, suggesting that parents used negative emotion words similarly across all three books. Further qualitative analysis between the parent questionnaire and the language samples revealed patterns in the way parents use Chinese emotion words with their children. Findings illustrate how the combined use of a parent questionnaire and parent language samples offer complementary information to provide a more comprehensive understanding about Chinese American immigrant parents' socialization of emotions.

SUBMITTER: Huang S

PROVIDER: S-EPMC8362853 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:Despite increasing interest in understanding the factors influencing awareness and acceptability of the human papillomavirus (HPV) vaccine among Latino parents, to date limited information is available specific to Central American parents living in the United States (US). Therefore, this pilot cross-sectional study was designed to explore and assess Central American immigrant parents' awareness, acceptability, and willingness to vaccinate their children against HPV, and interest in participating in future HPV-associated cancer prevention study. Fifty-six Central American parents, majority immigrant (96.4%; n = 54) from four countries, El Salvador-50% (n = 27); Guatemala-25.9% (n = 14); Honduras-22.2% (n = 12); and Panama-1.9% (n = 1) participated in this study. Participants completed an interviewer-administered questionnaire survey in their preferred language (i.e., Spanish or English). A little over half of the participants were mothers (57.1%; n = 32) and parents' mean age was 43.2 years (SD = 6.4). The majority was married or cohabitating (76.8%, n = 43), and 39.3% (n = 22) reported having two children. Seventy-five percent (n = 42) of parents reported they had heard of the HPV vaccine. Fewer fathers were aware of the HPV vaccine (58.3%; n = 14 vs.87.5%, n = 28; p = 0.01) than mothers. Among parents who had heard of the HPV vaccine (n = 42), 85.7% (n = 36) reported their children had received at least one dose of the HPV vaccine. Fewer fathers reported their child had been vaccinated against HPV (64.3%, n = 9 vs. 96.4%, n = 27; p = 0.06) than mothers. Moreover, 90% of parents (n = 18) whose children were unvaccinated reported willingness to vaccinate their adolescent children against HPV if recommended by their child's physician. Findings indicate parents' low to moderate awareness of the HPV vaccine, and high willingness to vaccinate their adolescent children if recommended by their child's physician. Findings also demonstrate fathers' lower awareness and acceptability of the HPV vaccine than mothers. Despite limitations and the need for more research, findings of this pilot study serve as a valuable first step toward building a knowledge foundation that is needed for developing future studies and interventions targeting Central American immigrant parents living in the US. Future studies can build on the findings of this exploratory study with other research designs and address its limitations by having a larger sample size and accounting for additional factors associated with Central American immigrant parents' HPV awareness, knowledge, beliefs, attitudes, and vaccine acceptability from other communities across the US.

Project description:Immigrant families face multiple barriers to engaging with children's schools. Yet, school-based parent involvement has been associated with academic and behavioral benefits for children of immigrant families. Although past research has examined links between family contextual factors and parent involvement, less is known about the links between school contextual factors and parent involvement in immigrant families. Identifying socio-cultural barriers to parent involvement across home and school contexts can inform culturally competent family engagement interventions serving immigrant families. In a two-wave (1.5 years apart) longitudinal study of a community-based sample of Chinese American children (N = 210, beginning age = 5.8-9.1 years) attending over 80 schools in a metropolitan area, we assessed school-based parent involvement behaviors and parent involvement-related psychological processes (i.e., parent-teacher relationship quality, parents' endorsement of schools, teachers' perceptions of parents) using parent and teacher report. First, results indicated that significant positive associations were found between school-based parent involvement behaviors and parent involvement-related psychological processes (rs = 0.36-0.53). Next, multi-level modeling was conducted to test concurrent relations of Wave 1 school contextual factors to all four parent involvement constructs (controlling for family-level factors), as well as testing the prospective relations of parent involvement at Wave 1 to children's academic achievement at Wave 2. Student body diversity of schools was negatively associated with school-based parent involvement (rs = -0.18, -0.17), parent-rated parent-teacher relationship quality (r = -0.18), and parents' endorsement of schools (r = -0.36). The concentration of Asian students at schools and schoolwide achievement were negatively associated with teachers' perceptions of parents (rs = -0.18, -0.20). However, neither school contextual factors nor school-based parent involvement at Wave 1 uniquely predicted children's academic achievement at Wave 2. Implications of findings for understanding and addressing barriers to engaging Chinese American immigrant families in their children's schools are discussed.

Project description:BackgroundIt is important to detect children with Early Symptomatic Syndromes Eliciting Neurodevelopmental Clinical Examinations (ESSENCE) in order to implement early intervention and support for the child and family. Standardized instruments for assessment in different contexts of behaviour problems, engagement and psychosocial health obtain an objective picture of the preschool child's mental health.AimTo explore and compare parents', preschool teachers' and child health care psychologists' assessment of behaviour, everyday function, engagement, social interaction and psychosocial health in children with ESSENCE symptoms.MethodParents of 152 children (114 boys and 38 girls, 4.5 ± 1 years) with ESSENCE symptoms, 155 preschool teachers and 8 child psychologists participated. Parents and preschool teachers assessed externalizing and internalizing behavioural problems using the Strengths and Difficulties Questionnaire (SDQ), including the SDQ supplement for assessing the impact of behavioral problems on daily function. Preschool teachers also assessed engagement and social interaction using the Children's Engagement Questionnaire (CEQ), and the child psychologists assessed psychosocial health with the Child Psychosocial Health Assessment (LillaLAPS) and template in conversations with parents of children with neurodevelopmental problems.ResultsParents', preschool teachers' and child psychologists' assessment of the child's ESSENCE symptoms overall agreed. Both parents and preschool teachers see a strength in the child's social abilities. Differences in mean values show that parents assess more conduct, emotional symptoms and problems in daily life and more social skills, compared to the preschool teachers rating more peer problems.ConclusionIt is important to consider different contexts to identify the child's need for support in everyday life. Expanded use of validated screening instruments in clinical practice would promote detection of children not already identified as exhibiting neurodevelopmental problems.

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Chinese American Immigrant Parents' Socialization of Emotions in Bilingual Bicultural Preschool Children.

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