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Similarities and differences in mothers’ parenting of preschoolers in China and the United States

Clyde C. Robinson

Chongming Yang

Craig H. Hart

Susanne F. Olsen

Christin L. Porter

Brigham Young University, Provo, USA

Shenghua Jin

Jianzhong Wo

Beijing Normal University, China;

Xinzi Wu

University of Virginia, Charlottesville, USA

This investigation was designed to extend the work of Chao (1994) by examining parenting constructs emphasised in the Chinese culture in conjunction with parenting constructs derived and emphasised in North America. Mothers of preschool-age children from mainland China (N = 284) and the United States (N = 237) completed two self-report parenting questionnaires. One assessed dimensions of parenting practices emphasised in China (encouragement of modesty, protection, directiveness, shaming/love withdrawal, and maternal involvement). The second measured specific stylistic dimensions within Baumrind’s global conceptualisations of authoritative (warmth/acceptance, reasoning/induction, democratic participation) and authoritarian (physical coercion, verbal hostility, nonreasoning/punitive) parenting. Mostly invariant factor structures were obtained across cultures for both measures. Results showed that the five parenting constructs emphasised in China were mostly nonoverlapping and independent in both cultures. In addition, the parenting constructs emphasised in China were relatively independent from the constructs emphasised in North America. As anticipated, Chinese mothers scored higher than US mothers on all parenting constructs emphasised in China except maternal involvement. For parenting constructs emphasised in North America, Chinese mothers scored lower than US mothers on warmth/acceptance and democratic participation, but scored higher on physical coercion.

International Journal of Behavioral Development, Vol. 26, No. 6, 481-491 (2002)
DOI: 10.1080/01650250143000436


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