Math Anxiety
FATHER INVOLVEMENT IN CHINESE AMERICAN FAMILIES AND CHILDREN’S SOCIO-EMOTIONAL DEVELOPMENT
Lillian Elizabeth Wu B.A., University of California, Berkeley, 2005
THESIS
Submitted in partial satisfaction of the requirements for the degree of
MASTER OF ARTS
in
EARLY CHILDHOOD EDUCATION
at
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
FALL 2009
FATHER INVOLVEMENT IN CHINESE AMERICAN FAMILIES AND CHILDREN’S SOCIO-EMOTIONAL DEVELOPMENT
A Thesis by Lillian Elizabeth Wu
Approved by: __________________________________, Sponsor Christi Cervantes, Ph.D. __________________________________, Second Reader Sheri Hembree, Ph.D. ____________________________ Date
ii
Student: Lillian Elizabeth Wu
I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the thesis.
__________________________, Graduate Coordinator Sheri Hembree Department of Child Development
___________________ Date
iii
Abstract of FATHER INVOLVEMENT IN CHINESE AMERICAN FAMILIES AND CHILDREN’S SOCIO-EMOTIONAL DEVELOPMENT by Lillian Elizabeth Wu
Past research discovered correlations between father involvement and children’s cognitive and socio-emotional development. However, most studies were conducted on European American families. The current study focused on the relation between Chinese American fathers’ involvement and their children’s social-emotional development. Thirty-one Chinese American families with children between the ages of 7 to 11 years old were surveyed on fathers’ acculturation to the US, fathers’ involvement in childrearing (general involvement, involvement in childcare responsibilities, socialization of children, decision-making, and time availability), children’s peer relationships, and children’s self-esteem. Fathers’ number of years in the US positively correlated with their reported involvement in
Lillian Elizabeth Wu B.A., University of California, Berkeley, 2005
THESIS
Submitted in partial satisfaction of the requirements for the degree of
MASTER OF ARTS
in
EARLY CHILDHOOD EDUCATION
at
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
FALL 2009
FATHER INVOLVEMENT IN CHINESE AMERICAN FAMILIES AND CHILDREN’S SOCIO-EMOTIONAL DEVELOPMENT
A Thesis by Lillian Elizabeth Wu
Approved by: __________________________________, Sponsor Christi Cervantes, Ph.D. __________________________________, Second Reader Sheri Hembree, Ph.D. ____________________________ Date
ii
Student: Lillian Elizabeth Wu
I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the thesis.
__________________________, Graduate Coordinator Sheri Hembree Department of Child Development
___________________ Date
iii
Abstract of FATHER INVOLVEMENT IN CHINESE AMERICAN FAMILIES AND CHILDREN’S SOCIO-EMOTIONAL DEVELOPMENT by Lillian Elizabeth Wu
Past research discovered correlations between father involvement and children’s cognitive and socio-emotional development. However, most studies were conducted on European American families. The current study focused on the relation between Chinese American fathers’ involvement and their children’s social-emotional development. Thirty-one Chinese American families with children between the ages of 7 to 11 years old were surveyed on fathers’ acculturation to the US, fathers’ involvement in childrearing (general involvement, involvement in childcare responsibilities, socialization of children, decision-making, and time availability), children’s peer relationships, and children’s self-esteem. Fathers’ number of years in the US positively correlated with their reported involvement in
References: Definition of Terms Father involvement can be defined with the following dimensions: engagement, accessibility, responsibility, warmth, and control (Hofferth et al., 2007; Lamb, 2000; Parke, 2000; Saleh, Buzi, Weinman, & Smith, 2005)