Parental attitudes towards education: What matters for children's well-being?

Evolving Korean Parenting Foundations Revealed through Children’s Perspectives of East Asian Parenting Beliefs, Styles and Practices

“…Interestingly, East Asian parenting literature contains minimal information on the role the Korean father plays in the children's education as Asian fatherhood research is still in its formative stages (Shin & Yang, 2008;Yang & Rettig, 2003;Yeung, 2013). Though the role of the father in Asian families may be changing, patriarchy remains a dominant family ideology in many Asian societies that may inhibit the emergence of the "new father" in these families, despite an increase in Asian women's education and labor force participation (Yeung, 2013).…”

“…Research also suggests that life rapidly changes when Korean children enter school, s these children are now expected to follow rigid codes of behavior and adhere to strict disciplinary standards (Chao, 1994;Shin & Yang, 2008). Moreover, as the Korean culture emphasizes group awareness, sensitivity to others, and the minimization of conflict over individual concern, the primary goals within the East Asian belief about child development and learning are that the parents are to teach the children to learn self-control, develop an interdependent sense of self, and foster cooperative and prosocial behaviors (Farver, Kim, & Lee, 1995).…”

“…These comparisons of childrearing beliefs among immigrant Chinese and Euro-American mothers provided a contrast between parenting for interdependence versus independent goals. For example, which a Korean-American child fails to meet their parents' expectations regarding academics or other behavioral outcomes; the usual intense parental attention would most likely be replaced by strict sanctions and more control in order to bring the children back into line with the goals and values of the family (Shin & Yang, 2008).…”

“…As such, parental ideologies (parenting beliefs, values and goals) are critical factors influencing the home environment and in the Korean culture, the uncompromised value of academic achievement for the children appears to be highly influenced by the Confucian and familial values of their Korean parents (Akiba & Zhao, 2009;Paik, 2008;Park, 2007;Shin & Yang, 2008;Sorensen, 1994). As a result, the high academic outcomes for students of Korean ethnicity on U.S. national exams suggest that the parenting ideologies (parental beliefs and practices about child development and learning and the mother-child relationship) which guide the child-rearing experience for East Asian (including Korean) parents strongly affect achievement (Choi, Kim, Kim, & Park, 2013;Choi, Kim, Pekelnicky, & Kim, 2013;Chao, 1994).…”

Linking family engagement with a rights perspective: macro factors influencing practice

“…Traditionally, South Korea is a paternalistic and hierarchical society with a strong influence of Confucianism (Yang & Shin, 2008;Ju & Lee, 2010). Confucianism has been the dominant cultural philosophy affecting the relationship between children and their families in Korean society andhas unique characteristics compared to western philosophy.…”