A Comparative Study of the Impact of Family Education Styles in Chinese and Western Cultural Backgrounds on the Development of Gender Role Cognition in Preschool Children

Liting Jiang

doi:10.54097/vhan1585

Authors

Liting Jiang

DOI:

https://doi.org/10.54097/vhan1585

Keywords:

Family education, Parenting, gender role cognition, comparative study, preschool children.

Abstract

With the advancement of globalisation, the exchange of cultures between China and the West, along with cross-culture families, has become the norm. Families with diverse cultural origins from China and the West are steadily growing. However, cultural differences frequently cause disputes, significantly influencing children's gender knowledge and self-identity. It is worth noting that pre-school age is significant as they develop self-identity and socialization. Therefore, the study aims to reveal how parental parenting style affects the development of gender awareness in preschool children in different cultures of China and the West. The study conducted semi-structured interviews with 8 participants: 2 Chinese parents, 2 Western parents, 2 Cross-cultural parents and 2 Teachers. The research identified unique patterns of gender role socialization among cultural groups. The unique role of grandparents was also identified among Chinese families. Results also point to the important role of grandparents in the reinforcement of traditional gender roles, as well as the role of schools in reinforcing or subverting gender norms. Despite the practical implication, the study was limited due to a small sample and recruitment method. Therefore, there is a future scope to increase diverse cultural contexts.

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