This study examines tiger moms, who have high expectations in their children and actively participate in supporting them. The purpose of this study is to look into how these mothers support their children, and the base of their educational philosophy, and how they deal and change when confronted by then, and to find any implications it has on the current trend in parent’s supporting activities in education. For this study, the following research questions were used.
First, in regard to the Chinese educational environment closely related to tiger moms, why did Chinese mothers become tiger moms?
Second, what kind of supporting activities do tiger moms conduct in accordance to their expectations in their children’s education?
Third, how do tiger moms react to confrontations with their children due to their expectations?
For this study, in-depth interviews were conducted on previously screened 8 mothers from Jaingzhehu (江浙沪) region, famous for its zeal for education in China. The following is the summary of the findings.
There are four main reasons, such as Chinese traditional parenting culture, academic factionalism, Chinese culture of gaining/losing face, traditional mother-based parenting, that prompt Chinese mothers to become tiger moms. Tiger moms, who received traditional education, were geared toward academic factionalism in seeking a better future for their children, and were influenced by Chinese culture of gaining/losing face in actively conducting support activities for their children. In traditional family culture, it is considered a mother’s basic role to raise their children well and considered a “sinner” if she does not do the task well.
Support activities based on sacrifice are due to the excessively high expectations by tiger moms, and are composed of academic support activity, health support activity, leisure support activity in terms of content. The essential feature of support activities tiger moms conduct for their children is the fact that, these activities are focused on time management. The educational philosophy of tiger moms showed traits of parent-centered or a child-centered educational philosophy, based on the academic support activities for their children. Tiger moms who emphasize and conduct strict time management and academic support, shows traits of parent-centered educational philosophy, while tiger moms who considers children’s characteristics and aptitude and provide support when needed or on request by children, shows traits of child-centered educational philosophy.
The control activity due to the high expectations of the tiger moms causes children to refuse and rebel. Tiger moms who experience severe confrontations with children, try to resolve the problem due to their love of their children, and later try to change from a parent-centered approach to a more child-centered approach. However, their worry for their children’s study and future is still there, and often results in another round of confrontation.
The following is the conclusion for this study. Chinese tiger moms actively conducted various support activities to raise the study achievement level of their children. These activities were based on the education philosophies of tiger moms. Furthermore, the educational philosophy of tiger moms is changing as a result of overcoming their confrontations with their children, and this change is a mutual growth process for both tiger moms and their children. Moreover, it was found that Korean parents have similarities with Chinese tiger moms.
Upon completing this study, following topics can be suggested for future study. First, there needs to be a study on children receiving support from tiger moms, on how they understand and think regarding their parent’s support. Second, the future study needs to focus on how the family members influence tiger moms. Third, it is also necessary for a study regarding the need for education program for parents to assist tiger moms in their education of their children.
，韩语毕业论文，韩语论文题目 |
