Perspectives on traditional Chinese culture, schooling and literacy among Chinese/Taiwanese families and their adaptation to U.S. culture: Four case studies

Wei-Chun Liu, Purdue University

Abstract

The purpose of the study was to examine how two Taiwanese and two Chinese families adapted to American schooling and parenting while recognizing and honoring their native cultural background. More specifically, the study explores the families' cultural adaptations as defined by differences in language and literacy experiences that go beyond a simple language barrier. In the four case studies, the key participants include four parents and their preschoolers. Data came from interviews and observations. Following data analysis, three findings highlight perspectives from four families. First, the study indicates that Taiwanese and Chinese families' American schooling experiences differ greatly from their home country. Second, the study reflects a more substantive understanding of their adaptation to their community practices and multiple strategies that these families appropriate in their interpretation of adaptation. Third, this study addresses the conflict between cultures that are present in cultural adaptations and literacy learning. The study sheds light on the adaptation of Taiwanese and Chinese families to schooling in the United States. It indicates that further studies of Chinese families need to be aware of their stance, embedded in Chinese culture and beliefs, in order to understand how cultural practices mediate their responses to schooling, parenting, and literacy learning. This study leaves us with significant implications for future research as well as for educational practices, especially at the university level.

Degree

Ph.D.

Advisors

Cox, Purdue University.

Subject Area

Multicultural Education

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