Abstract:

Millions of people from all around the world come to America to seek a better life for themselves and their families, which increases the diversity of this nation. Among these immigrants, between the years 2000 and 2005, Asian is one of the two fastest-growing groups. In light of this increase, recently many scholars in the U. S. have brought the education of Chinese American children into the spotlight (Peng, 1993; Chao, 1995; Lee, 1996; Suarez-Orozco, C., & Suarez-Orozco, 2001; Li, 2005, 2006, 2007, 2008). As a growing social group, the school experience of second-generation Chinese Americans are important in regard to social development. Some maintain that their parents play a powerful role in their education (Sanborn, 1979). Parental beliefs and values, educational expectations and support, parenting styles and attitude, transmitting values in the process of raising and educating children, all influence children’s academic achievement (Bourdieu & Passeron, 1977; Julian, Mckenry, & Mckelvey, 1994; Pearce, 2006). Since the 1980s, many scholars have been attracted by the issue of how the culture of Chinese American parents impacts the process of educating their children in the host country based on social class background. For educators, it is necessary to understand such sociocultural impacts in order to work successfully with Chinese American families (Wang, 1995; Louie 2001, 2004, 2008; Qin, 2006, 2008a;Wu, 2008).