The Influence of Parental and Self-Expectations on Asian American Women Who Entered College Early

Abstract

Asian immigrant parents may hold high expectations for their children to excel academically and professionally. Filial piety and the desire to make their parent(s) proud can motivate these children to achieve but can also place undue pressure on them. In this qualitative study, researchers explored how seven Asian American women who entered college 2 to 4 years earlier than same-aged peers perceived their parents’ expectations and the influence of these expectations on their academic and career decision making. In-depth interviews revealed that the majority of women experienced high expectations from their parents for academics and careers. Several also reported experiencing parental pressures, social isolation, eating disorders, and depression during their college years. Implications for well-being are discussed.

An Examination of Self-Determination Within Alumni of an Early College Entrance Program

“…Participants frequently underscored the role of parental support at different points in their lives from making decision about entering college early to working toward their career goals. This finding is consistent with the previous research, suggesting that early entrants usually have families who are interested and supportive (Olszewski-Kubilius, 2002) and that parental expectations can be influential on career decision-making for early college entrants (Mun & Hertzog, 2018). Parental support for their child’s autonomy and relatedness is crucial especially during adolescence.…”

Perfectionism and the Imposter Phenomenon in Academically Talented Undergraduates

“…The continual discounting of one’s abilities and persistent fear of failure have been attributable to perceived social expectations; however, this should be inclusive of perceived parental expectations and family dynamics (Miller et al, 2012; Speirs Neumeister, 2004a). Future analyses should incorporate parental expectations (Mun & Hertzog, 2019) and explore how familial pressure could affect experiences of the imposter phenomenon, particularly for diverse populations. Additional insights could be gained from a qualitative or mixed methods inquiry to explore the nuances of specific groups and individuals from developmental perspectives.…”

“…Indeed, several studies indicate that some undergraduate honors students have perfectionistic tendencies with familial and cultural underpinnings that may further contribute to the development of negative self-beliefs (Closson & Boutilier, 2017; Flett et al, 2002; Rinn & Plucker, 2019; Speirs Neumeister, 2004a; Speirs Neumeister & Finch, 2006). Mun and Hertzog (2019) noted that Asian American women who entered college early felt an internal struggle to achieve. Pressure to achieve stemmed from both high personal expectations as well as parental expectations during their transition to college.…”

Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership?

“…Much research has documented the positive link between parental expectations, involvement, and home environment on student achievement (Benner et al, 2016; Boonk et al, 2018; Jolly & Matthews, 2014; Mun & Hertzog, 2019). However, there has been “sporadic” (p. 481) interest in studies involving parents of gifted children where parents’ conceptions of their child’s giftedness and experiences with gifted programs and services were the main foci (Jolly & Matthews, 2014).…”