Chinese parent's mediating practices in their children's learning: the case of Chinese immigrant parents in Greece

Abstract

The present study examines Chinese immigrant parents' practices in Greece, while mediating their children's learning and general socio-cognitive development. There were interviews conducted among 22 Chinese parents of school-age children (16 mothers and 6 fathers), and their answers were examined using inductive content analysis. The results show that despite certain limitations making their mediation incomplete, these Chinese parents provide resources and various forms of support to create conditions for successful schooling and a good future for their children by bringing out the best of the influence of their country's culture and the process of their acculturation. The results of the current study reveal convergent parental mediation practices with previous research findings.