Document Type
Student Presentation
Presentation Date
4-23-2021
Faculty Sponsor
Dr. Iryna Babik
Abstract
Parenting practices are thought to affect early childhood academic success. Authoritative parenting, characterized by high demands and high responsiveness, arguably trends to higher academic success. Authoritarian parenting, characterized by high demands and low responsiveness, reportedly trends to less academic success. This tendency is found to be reversed in Latino and East-Asian cultures (Calzada et al., 2010; Chen & Wong, 2014). Traditional cultural values are thought to be instrumental to children’s academic achievement. Respeto and familismo in Latino culture, and filial piety in East-Asian culture promote values such as dutifulness, obedience, deference, and respectfulness (Calzada, Fernandez, & Cortes, 2010; Chen & Ho, 2012; Chen & Wong, 2014; Kim et al., 2018). Reciprocity of values within the parent-child relationship may provide context regarding why certain cultures maintain higher academic achievement. Previous research showed that, despite similar parenting styles and high parental expectations, East-Asian students academically out-perform Latino students, as well as European/American students (Chen & Ho, 2012; Chen & Wong, 2014). Current study explored traditional cultural values found in Latino, East-Asian, and European/American cultures, and the internalization of academic beliefs of parents based on the reciprocity of values and their effect on early childhood academic outcomes.
Recommended Citation
Temple, Savannah M. and Babik, Iryna, "Cultural Differences in the Reciprocity of Traditional Values and Their Effect on Academic Achievement in Early Childhood" (2021). 2021 Undergraduate Research Showcase. 29.
https://scholarworks.boisestate.edu/under_showcase_2021/29