2024/07/23 by Trevor Lee, Trevor Tsz-Lok Lee, Stephen Wing-Kai Chiu +1
Social Sciences · #Early Childhood Education and Development #Parental Involvement in Education #School Choice and Performance
paper · doi:10.1177/00131245241262019
crossref issued 2024/07/23 · crossref published 2024/07/23 · crossref published-online 2024/07/23 · openalex publication_date 2024/07/23 · crossref created 2024/07/23 · crossref published-print 2024/12/01 · openalex created_date 2025/10/10 · crossref deposited 2026/04/28 · crossref indexed 2026/07/30 · openalex updated_date 2026/07/30
This study examines the value priorities of Chinese parents regarding their children’s education in globally competitive context. Although Chinese parents are often viewed as being excessively controlling of their children and preoccupied with their academic performance, research indicates that contemporary Chinese families hold diverse beliefs and values influenced by globalization and socio-cultural transformations. Via a mixed-method study primarily using responses to surveys ( n = 867) and semi-structured interviews ( n = 18) among Chinese parents in Hong Kong schools, the study sheds light on multiple and competing educational priorities among Chinese parents of a new generation. Findings reveal the complex landscape of value orientations as the parents navigated the challenges of supporting their children’s schooling. Parents’ concerns about whole-child development appeared to sometimes conflict with the school system’s academic focus. Implications concerning the difficulties of aligning family-school values for collaboration and intensifying educational competition are discussed.