Authoritarian Parenting Style for Chinese Children
Raymond Lam
EELC142-003
University of Macau
820 words

Authoritarian Parenting Style for Chinese Children The authoritarian caretaking is generally criticized to be negative and harmful to children, which is justified in many foreign scholars’ journals and surveys. This parenting style emphasizes parental high control and children’s obedience to parents (Kang & Moore, 2011). As children have any misbehaviors or rebellions, scolding and physical punishment are usually used to discipline children (Chan, 2010). However, this explanation is the stereotyped recognition different from the Chinese’s perception. A large number of Chinese parents tend to believe that the strict caretaking is suitable and effective for Chinese. The authoritarian parenting is used by many Chinese parents, and they think that it is beneficial for Chinese children in terms of the unique Chinese ideological and the academic aspects. The authoritarian parenting style implies a distinctive notion for Chinese in acquiring the Chinese special qualities. After analyzing the data about the parenting styles collected from 100 mothers who are immigrated Chinese and European-American, Chao (1994) finds that this parenting is mainly used by Chinese mothers and Chao further claims that they aim to provide designed ‘training’ specifically appropriate for Chinese children. This sort of ‘training’ is summarized to be able to embody the ideologies of the ancient Confucianism, meaning “… that children must show loyalty and respect to their elders…” (Chao, 1994, p.1117). These important virtues can be traced back to the traditional Chinese Confucian doctrines. Since children undergoing this parenting are supposed to be obedient and respect their seniors, most of Chinese parents tend to adopt this style in order to cultivate children to acquire these unique qualities. In this way, children may possess these virtues, being the well-rounded and genuine Chinese. Similarly, another research carried out by Kang and Moore (2011) surveying 122 Chinese students and their parents, suggests that this upbringing method is preferably used because the Chinese cultural ideology is an important factor inducing the parent’s adoption of this parenting style. In other words, the authoritarian caretaking has contrasting meaning for Chinese beyond the general understanding compared with the foreign parents. Plenty of Chinese using this parenting believe that they are providing specifically designed ‘training’ for children and helping them acquire the important Chinese values. The use of the authoritarian raising method is viewed natural and helpful by many Chinese children because parental high control and support may show parents’ caring and affection to them. Chao (1994) reports that Chinese children are likely to believe they have an intimate relationship with parents since parents are willing to be strict with and involved to them. For instance, Chinese parents in favor of the authoritarian caretaking tended to help children choose friends who were thought to be well-behaved. Children then could learn and model the good manners of peers selected by their parents (Kang & Moore, 2011). Children probably consider that parents’ involvement in their decisions and growth are useful for them to keep on the right track. In contrast to the oppressive view of this upbringing perceived by European-American children, most Chinese associated it with “… ‘teaching’, ‘educating’, or ‘inculcating’ that was regarded as being very positive” (Chao, 1994, p.1117). These Chinese children are accustomed to experiencing this strict parenting style and they do not think that it hinders their self-development. Furthermore, the authoritarian parenting is a crucial factor attributed to the Chinese children’s high academic performance. Another study conducted by Chao (2001) examines 532 subjects who are Chinese American and European American adolescents and Chao illustrates that this caretaking has a negative academic impact on foreign adolescents, but it is proved positive for Chinese children to gain a remarkable school achievement. In addition, according to Kang and Moore’s (2011) investigation, Chinese children undergoing this parenting have significantly higher grades than other Chinese not experiencing the authoritarian style. It is thought that most Chinese children may benefit from this strict caretaking. Since children’s distinguished academic performance is indicated to be necessary for Chinese children, quite a few Chinese parents are eager to use this raising method so as to help their children succeed in schools (Chao, 2001). Therefore, many Chinese parents may support this parenting style because it is believed to help improve children’s study. Authoritarian parenting has been viewed as a controversial topic, but it has been used by Chinese parents with success, especially in relation of higher academic achievement. Although the general explanation of this parenting is not accurate enough to interpret the distinctive Chinese phenomenon of raising children, there are practical reasons why most Chinese parents have a tendency to choose the authoritarian parenting style for their children. Parents believe that it can help their children possess the traditional Chinese virtues and improve their academic performance. It may further reflect a trustworthy relationship between parents and children as well. To conclude, the authoritarian parenting style may be more suitable for most Chinese children regarding the perspectives of the special Chinese ideology and the school accomplishment.

References
Chan, S. M. (2010). Aggressive behaviour in early elementary school children: Relations to authoritarian parenting, children's negative emotionality and coping strategies. Early Child Development and Care, 180(9), 1253-1269. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ898616&site=ehost-live
Chao, R. K. (1994). Beyond parental control and authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training. Child Development, 65(4), 1111-1119. Retrieved from http://www.jstor.org/stable/1131308
Chao, R. K. (2001). Extending research on the consequences of parenting style for Chinese Americans and European Americans. Child Development, 72(6), 1832-1843. Retrieved from http://www.jstor.org/stable/3654381
Kang, Y., & Moore, J. (2011). Parenting style and adolescents' school performance in mainland China. US-China Education Review, 1(1), 133-138. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED524893&site=ehost-live