DOCSLIB.ORG

Challenging the Tiger Mother Stereotype? Christian Chinese Immigrant Homeschooling

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Challenging the Tiger Mother Stereotype? Christian Chinese Immigrant Homeschooling Challenging the Tiger Mother Stereotype? Christian Chinese Immigrant Homeschooling Mothers’ Parenting Practices A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Chun Zhang IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Mark Vagle, Ph.D. September 21, 2015 © Chun Zhang 2015 CROSS-CULTURAL PARENTING i Acknowledgements I would like to extend my deep gratitude to several individuals who have contributed greatly to the success of this project. • My family, parents, Peili Zhang, Huaizhen Yan, my sister and brothers, Yan Zhang, Zhurui Zhang, Wang Zhang, and my husband Jason Creaser • My advisor, Dr. Mark Vagle, who always encouraged me and fellow committee members • The three evangelical Christian Chinese immigrant homeschooling mothers along with their children • My editors, Sheryl Holt and Lynn England CROSS-CULTURAL PARENTING ii Dedication I dedicate this work to my parents with my deepest appreciation for their infinite love and support throughout my education journey in the United States. CROSS-CULTURAL PARENTING iii Abstract Good parenting has a major influence on positive child outcomes (Baumrind1983; Darling & Steinberg, 1993), and parents often seek information about how to raise their children according to their personal and cultural values. Young Chinese parents tend to seek information and materials originating in the West for good parenting references because of the lack of indigenous parenting studies (Goh, 2011) and because of their higher regard for Western society (Fong, 2004; Goh, 2011). However, Chinese immigrant families who live in the United States increasingly choose to homeschool their children for academic reasons and/or religious reasons (Fu, 2008; Sun, 2007). The purpose of this ethnographic study is to explore three evangelical Christian Chinese immigrant homeschooling mothers’ cross-cultural parenting practices in the United States. This study addresses three research questions: (1) What does it mean for evangelical Christian Chinese immigrant mothers to home educate their children? (2) How do evangelical Christian Chinese immigrant homeschooling mothers and their children interact with each other when confronting conflicts in the homeschooling setting? and (3) What stories do evangelical Christian Chinese immigrant homeschooling mothers tell regarding their parenting beliefs and practices in the homeschooling setting in the U.S.? These research questions emerged from an extensive literature review. Three evangelical Christian Chinese immigrant homeschooling mothers were recruited to participate in this study. Data were collected through intensive participatory observation, interviews, and selective documentary collection at each mother’ home. The CROSS-CULTURAL PARENTING iv findings suggested that identity is subjective and context oriented. Additionally, three parenting patterns were illustrated from these Christian Chinese immigrant homeschooling mothers’ parent-child conflict management: (1) pushing for obedience and immediate discipline, if needed; (2) negotiated child obedience; (3) letting go without pushing for obedience. Implications from this study suggest the need for individualized and cultural-sensitive parent education programs. CROSS-CULTURAL PARENTING v Table of Contents Acknowledgements……………………………………………………………………………………………….…..i Dedication………………………………………………………………………………………………………...……...ii Abstract ................................................................................................................................... iii Chapter 1: Introduction ............................................................................................................ 1 Research Problem ......................................................................................................... 1 Research Purpose and Research Questions .................................................................. 5 Definition of Key Terms .............................................................................................. 7 Chapter 2: Literature Review ................................................................................................. 10 Bioecological Human Development ......................................................................... .11 Homeschooling in the U.S. and China ...................................................................... .16 The Concept of Self and Other in Confucian ............................................................ .20 Confucius Parenting .................................................................................................. .24 Self in Christianity .................................................................................................... .38 Christian (Biblical Scripture-Centered) Parenting .................................................... .40 Bidirectional Parent-Child Communication .............................................................. .50 Chapter 3: Ethnographic Research ......................................................................................... 54 Understanding Ethnography as a Research Methodology ......................................... 54 Practicing Ethnographic Research ............................................................................. 57 Analyzing Ethnographic Data .................................................................................... 62 Writing and Rewriting Process as an Ethnographer .................................................. 67 Research Positionality………………………………………………………………………………….69 Chapter 4: Faith, Identity and Home……………………………………………..................72 CROSS-CULTURAL PARENTING vi Family Portfolios ........................................................................................................ 72 Who I am?................................................................................................................. 78 Where is Home? ......................................................................................................... 84 God-Centered World View ........................................................................................ 86 Parental Expectations to Children .............................................................................. 87 Chapter 5: Qing’s Everyday Parenting .................................................................................. 93 Qing’s Family Typical Day Schedule ........................................................................ 93 Qing’s Conflict Management ..................................................................................... 98 Chapter 6: Xian’s Everyday Parenting ................................................................................. 122 Xian’s Family Typical Day Schedule ...................................................................... 122 Xian’s Conflict Management ................................................................................... 125 Chapter 7: De’s Everyday Parenting .................................................................................... 153 De’s Family Typical Day Schedule ......................................................................... 153 De’s Conflict Management ...................................................................................... 157 Chapter 8: Discussion and Conclusions ............................................................................... 191 Research Implications, Limitations and Future Research Directions……………………….211 References ............................................................................................................................ 214 Appendix A: Institution Review Board (IRB) Approval ..................................................... 222 Appendix B: Consent Form in English & Chinese .............................................................. 224 Appendix C: Jing’s Bible Verse Copy ................................................................................. 229 Appendix D: Tiao’s Bible Verse Copy ................................................................................ 230 Appendix E: Sam’s Self-Designed Study Schedule ............................................................. 231 CROSS-CULTURAL PARENTING 1 Chapter 1: Introduction Along with social and economic development, well-educated, young Chinese parents have increasingly paid close attention to the quality of their parenting. Good parenting has a major influence on positive child outcomes (Baumrind 1983; Darling & Steinberg, 1993), and situates parents in the strongest position to influence their children’s value acquisition and social behaviors. Parents are also in a significant position to monitor and understand their children’s behaviors due to the parents’ constant exposure to their children (Kuczynski & Grusec, 1997). Young Chinese parents tend to improve their parenting skills by referring to information and materials originating in the West because of the lack of indigenous parenting studies (Goh, 2011) and parenting education programs, and the higher regard for Western society (Fong, 2004; Goh, 2011). These materials include parenting self-help books and information on parenting practices based on research that is mostly based on white American, middle and upper class families’ parenting norms and standards. To improve their own parenting practices, Chinese parents look up to parents of successful children, based on their definition of “successful.” Like many other parents,
Load more

Recommended publications
  • Parent-Child Interaction Therapy with At-Risk Families
    ISSUE BRIEF January 2013 Parent-Child Interaction Therapy With At-Risk Families Parent-child interaction therapy (PCIT) is a family-centered What’s Inside: treatment approach proven effective for abused and at-risk children ages 2 to 8 and their caregivers—birth parents, • What makes PCIT unique? adoptive parents, or foster or kin caregivers. During PCIT, • Key components therapists coach parents while they interact with their • Effectiveness of PCIT children, teaching caregivers strategies that will promote • Implementation in a child positive behaviors in children who have disruptive or welfare setting externalizing behavior problems. Research has shown that, as a result of PCIT, parents learn more effective parenting • Resources for further information techniques, the behavior problems of children decrease, and the quality of the parent-child relationship improves. Child Welfare Information Gateway Children’s Bureau/ACYF 1250 Maryland Avenue, SW Eighth Floor Washington, DC 20024 800.394.3366 Email: [email protected] Use your smartphone to https:\\www.childwelfare.gov access this issue brief online. Parent-Child Interaction Therapy With At-Risk Families https://www.childwelfare.gov This issue brief is intended to build a better of the model, which have been experienced understanding of the characteristics and by families along the child welfare continuum, benefits of PCIT. It was written primarily to such as at-risk families and those with help child welfare caseworkers and other confirmed reports of maltreatment or neglect, professionals who work with at-risk families are described below. make more informed decisions about when to refer parents and caregivers, along with their children, to PCIT programs.
    [Show full text]
  • A Framework for Understanding Young Asian American Women’S Self-Harm and Suicidal Behaviors
    Race Soc Probl (2014) 6:56–68 DOI 10.1007/s12552-014-9115-4 Fractured Identity: A Framework for Understanding Young Asian American Women’s Self-harm and Suicidal Behaviors Hyeouk Chris Hahm • Judith G. Gonyea • Christine Chiao • Luca Anna Koritsanszky Published online: 22 January 2014 Ó Springer Science+Business Media New York 2014 Abstract Despite the high suicide rate among young Keywords Asian American women Á Suicide Á Mental Asian American women, the reasons for this phenomenon health Á Self-harm Á Parenting Á Child abuse remain unclear. This qualitative study explored the family experiences of 16 young Asian American women who are children of immigrants and report a history of self-harm Introduction and/or suicidal behaviors. Our findings suggest that the participants experienced multiple types of ‘‘disempowering Suicide among Asian American women has emerged as a parenting styles’’ that are characterized as: abusive, bur- significant public health problem. In 2009, young Asian dening, culturally disjointed, disengaged, and gender-pre- American women had the second highest rate of suicide scriptive parenting. Tied to these family dynamics is the among those aged 15–24 of all racial groups, after their Native double bind that participants suffer. Exposed to multiple American counterparts (National Center for Health Statistics types of negative parenting, the women felt paralyzed by 2012). This age group of Asian American women also showed opposing forces, caught between a deep desire to satisfy rapid growth in incidence of suicide, with suicide mortality their parents’ expectations as well as societal expectations rate rising from 2.8 deaths per 100,000 in 2004 to 5.3 deaths and to simultaneously rebel against the image of ‘‘the per 100,000 in 2009 (National Center for Health Statistics perfect Asian woman.’’ Torn by the double bind, these 2012).
    [Show full text]
  • When Parents Disagree on How to Discipline
    When Parents Disagree on How to Discipline by Karen Stephens Families can weather occasional parenting differences. But when discipline styles are vastly different, children suffer as does the parent partnership. Discipline disagreements that regularly spin out of control threaten children’s sense of trust, security, and stability. Children know when their behavior is the center of conflict, so they suffer guilt, too. When the outcome of a discipline decision will have small impact on family harmony and children’s well-being, parents often take turns bowing to each other’s preference. One parent often defers to the other’s wishes based on past experi- ences or perceived expertise. For instance, a parent who played an instrument as a child may be granted final say on how to discipline a child who avoids practicing. For overall family harmony, it’s wise to plan ahead on ways parents can cope with differing discipline beliefs. Dr. Connor Walters, certified Family Life Educator at Early in Illinois State University, recommends the following as first steps. Before You Face a Discipline Disagreement • Early in childrearing (if not before!), parents should talk about child discipline childrearing, beliefs and their goals for discipline. Following are questions to discuss: What values do you want to encourage in children? Do you want children to learn self-control and become self-directed? Is your goal for children to become sensitive to the feelings and needs of others? Do you hope children will learn parents to take responsibility and accept the consequences of their behavior? • Next, analyze how your child-rearing methods support or work against the goals you discussed.
    [Show full text]
  • Extended Bibliography
    1 INTERPERSONAL ACCEPTANCE-REJECTION BIBLIOGRAPHY Ronald P. Rohner 12/9/2015 A Note to Readers: Abstracts for most references between the 1930's through 1977 are published in: Rohner, R. P., & Nielson C. C. (1978). Parental acceptance and rejection: A review and annotated bibliography of research and theory (2 vols.) New Haven, CT: HRAFlex books, W6-006. A request for help from readers: If you find references pertinent to acceptance and rejection but missing from this bibliography, or if you find errors in this bibliography we would greatly appreciate knowing about them. You can let us know by postal mail, telephone, or e-mail at [email protected]. (To search by author's name or title, please use your computer's find command by pressing Control-f.) BIBLIOGRAPHY A'ande, W. A., & Akane, B. (2006). Child sexual abuse or rape allegations in post-Mandela Southern Africa: How to decide and handle them. Paper presented at the meeting of the First International Congress on Interpersonal Acceptance and Rejection, Istanbul, Turkey. A'ande, W. A., & Akane, B. (2006). Dimensions of fear of AIDS or HIV infection, health promotion perspective: Implication for interpersonal acceptance and rejection. Paper presented at the meeting of the First International Congress on Interpersonal Acceptance and Rejection, Istanbul, Turkey. Abbas, S. H. S. S. (2005). Children’s attitudes toward practices/styles of parental treatment and their relation to depression in a sample of Kuwaiti adolescents. Unpublished M.A. thesis, Department of Psychology, College of Social Sciences, Kuwait University, Kuwait (in Arabic). Abbott, T. E. (1957). A study of observable mother-child relationships in stuttering and non-stuttering groups.
    [Show full text]
  • Punishment on Trial √ Feel Guilty When You Punish Your Child for Some Misbehavior, but Have Ennio Been Told That Such Is Bad Parenting?
    PunishmentPunishment onon TrialTrial Cipani PunishmentPunishment onon TrialTrial Do you: √ believe that extreme child misbehaviors necessitate physical punishment? √ equate spanking with punishment? √ believe punishment does not work for your child? √ hear from professionals that punishing children for misbehavior is abusive and doesn’t even work? Punishment on Trial Punishment on √ feel guilty when you punish your child for some misbehavior, but have Ennio been told that such is bad parenting? If you answered “yes” to one or more of the above questions, this book may Cipani be just the definitive resource you need. Punishment is a controversial topic that parents face daily: To use or not to use? Professionals, parents, and teachers need answers that are based on factual information. This book, Punishment on Trial, provides that source. Effective punishment can take many forms, most of which do not involve physical punishment. This book brings a blend of science, clinical experience, and logic to a discussion of the efficacy of punishment for child behavior problems. Dr. Cipani is a licensed psychologist with over 25 years of experience working with children and adults. He is the author of numerous books on child behavior, and is a full professor in clinical psychology at Alliant International University in Fresno, California. 52495 Context Press $24.95 9 781878 978516 1-878978-51-9 A Resource Guide to Child Discipline i Punishment on Trial ii iii Punishment on Trial Ennio Cipani Alliant International University CONTEXT PRESS Reno, Nevada iv ________________________________________________________________________ Punishment on Trial Paperback pp. 137 Distributed by New Harbinger Publications, Inc. ________________________________________________________________________ Library of Congress Cataloging-in-Publication Data Cipani, Ennio.
    [Show full text]
  • Investigations of Homeschooling Families: by Dewitt T
    Child Protective Services Investigations of Homeschooling Families: by Dewitt T. Black, III Are You Next? Senior Counsel Whereas HSLDA records indicate a 25% increase in the According to data collected by the U.S. investigation of our member families during the two-year Department of Health and Human Services period between 2009 and 2011, reports to CPS for the gen- (HHS), a total of 2.8 million referrals concern- eral population increased by only 17% during the ten-year ing approximately 5 million children were period between 2000 and 2010. What is obvious is that CPS made to child protective services (CPS) agen- investigations of homeschooling families are increasing at a rate much higher than for the general population. cies in 2000. Of the investigations conducted, only 28% were substantiated as child abuse The fact that the vast majority of hotline reports to CPS are or neglect. The remaining 72% were placed later deemed unwarranted is little comfort to the nearly 2 in categories not warranting any legal action million families who each year experience the trauma of being against the alleged perpetrators. investigated by social workers for allegedly abusing or neglect- ing their children. A parent’s worst fear is that her children Ten years later in 2010, the most recent year with available will be taken away by a social worker and placed in a stranger’s data, CPS received an estimated 3.3 million referrals involv- home, and social workers readily use this threat to coerce ing the alleged maltreatment of approximately 5.9 million families into cooperating with an investigation.
    [Show full text]
  • Is Corporal Punishment Child Abuse?
    St. Catherine University SOPHIA Master of Social Work Clinical Research Papers School of Social Work 5-2017 Crossing the Line: Is Corporal Punishment Child Abuse? Jade R. Wallat St. Catherine University, [email protected] Follow this and additional works at: https://sophia.stkate.edu/msw_papers Part of the Social Work Commons Recommended Citation Wallat, Jade R.. (2017). Crossing the Line: Is Corporal Punishment Child Abuse?. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/msw_papers/806 This Clinical research paper is brought to you for free and open access by the School of Social Work at SOPHIA. It has been accepted for inclusion in Master of Social Work Clinical Research Papers by an authorized administrator of SOPHIA. For more information, please contact [email protected]. CROSSING THE LINE: IS CORPORAL PUNISHMENT CHILD ABUSE? Crossing the Line: Is Corporal Punishment Child Abuse? Submitted by Jade R. Wallat May 2017 MSW Clinical Research Paper School of Social Work St. Catherine University & University of St. Thomas St. Paul, Minnesota Committee Members: Dr. Lance Peterson (Chair) Jaime Robertson MSW, LSW The Clinical Research Project is a graduation requirement for MSW students at St. Catherine University/University of St. Thomas School of Social Work in St. Paul, Minnesota and is conducted within a nine-month time frame to demonstrate facility with basic social research methods. Students must independently conceptualize a research problem, formulate a research design that is approved by a research committee and the university Institutional Review Board, implement the project, and publicly present the findings of the study. This project is neither a Master’s thesis nor a dissertation.
    [Show full text]
  • A Six Week Parenting Program for Child Compliance
    JEIBI Volume 2, Issue No. 1, Winter, 2005 A Six Week Parenting Program For Child Compliance Ennio Cipani, Ph.D. Cipani & Associates Child compliance is an important skill for young children to develop. It is often the focus of intervention efforts. This paper presents a six week program for professionals to use in parent training. At each week, new parenting skills are taught and utilized in real life child compliance situations. Data collection is built into the six-week program. For assistance to professionals and parents, the article presents the manual in its entirety for use. Keywords: Parent training, manual, child compliance, six week program, behavioral procedures. Compliance problems in young children are often at the heart of many parent-child difficulties. It is an area where effective treatments are available (Van Hasselt, Sisson, & Aach, 1987). Parent training procedures based on a behavioral approach incorporating antecedent and consequent components provide an empirical evidence-base for users (Cipani, 2004; Issac, 1982; O’Dell, 1974). This parent-training manual lays out a step-by-step plan for developing key skills in parents for compliance situations. Professionals can use the manual in individual parent training efforts as well as group training formats that span a six-week (or longer period). If used individually, it can be tailored to fit the individual client needs and may require more or less time than six weeks. It is recommended that the skills taught should be kept in their current sequence. A child’s compliance to simple parental commands is an important skill to develop. Isn’t life more harmonious when children put their back packs up without constant reminding? What about living with children who fail to respond to your requests, time and time again? Is a child’s failure to comply a satisfying state of affairs? Which family would you like to be “parent for a week”: Ozzie & Harriet Nelson or the Simpson’s? While you may laugh more at Bart, you certainly hope he is your neighbor’s child, and not yours.
    [Show full text]
  • The Journal of Student Affairs at New York University the Fifthteenth Edition
    The Journal of Student Affairs at New York University The Fifthteenth Edition Table of Contents The 2018-2019 Journal of Student Affairs Editing Team Letter From the Editor Vanessa Kania Asian Americans in Today’s U.S. Higher Education: An Overview of Their Challenges and Recommendations for Practitioners Guicheng “Ariel” Tan - New York University Neurological Process of Development Annie Cole - University of Portland Attracting and Supporting International Graduate Students in Higher Education and Student Affairs Jung-Hau (Sean) Chen - University of Massachusetts Amherst Carli Fink – Northeastern University Undergraduate Commuter Students: Challenges and Struggles Fanny He - New York University Reframing the History of Affirmative Action: A Feminist and Critical Race Theory Perspective Zackary Harris - New York University Equality vs. Freedom: Anti-Discrimination Policies and Conservative Christian Student Organizations Kevin Singer - North Carolina State University Guidelines for Authors 1 The 2018-2019 Journal of Student Affairs Editing Team Executive Editorial Board Editor in Chief – Vanessa Kania Content Editor – Carol Dinh Copy Editor – Danielle Meirow Production Editor – Benjamin Szabo Development and Publicity Manager – Luis A. Cisneros Internal Editorial Review Board Luis A. Cisneros, NYU Office of Global Inclusion, Diversity, and Strategic Innovation Molly Cravens, Fordham University - Lincoln Center Danielle Cristal, NYU Tandon Emilee Duffy, School of American Ballet Kenya Farley, NYU Financial Education Program Meryll Anne Flores, New York University Zackary Harris, Pace University Lica Hertz, New York University Alex Katz, School of American Ballet, New York University Daksha Khatri, New York University Samantha Micek, NYU Law Taylor Panico, New York University Veronika Paprocka, Stevens Institute of Technology Stephanie Santo, New York University Craig Shook, Stevens Institute of Technology Alexa Spieler, NYU Arthur L.
    [Show full text]
  • Umbc Review Journal of Undergraduate Research U M B C
    UMBC2014 UMBC REVIEW JOURNAL OF UNDERGRADUATE RESEARCH U M B C © COPYRIGHT 2014 UNIVERSITY OF MAYLAND, BALTIMORE COUNTY ALL RIGHTS RESERVED. EDITORS: DOMINICK DIMERCURIO II, VANESSA RUEDA, GAGAN SINGH DESIGNER: MORGAN MANTELL DESIGN ASSISTANT: DANIEL GROVE COVER PHOTOGRAPHER: KIT KEARNEY UMBC REVIEW JOURNAL OF UNDERGRADUATE RESEARCH 2014 TABLE OF CONTENTS 11 ROBERT BURTON . ENVIRONMENTAL ENGINEERING TREATMENT OF TETRACYCLINE ANTIBIOTICS IN WATER USING THE UV-H2O 2 PROCESS 31 JANE PAN . MATHEMATICS / COMPUTER SCIENCE LOSS OF METABOLIC OSCILLATIONS IN A MULTICELLULAR COMPUTATIONAL ISLET OF THE PANCREAS 55 JUSTIN CHANG & ANDREW COATES . BIOLOGICAL SCIENCES / MATHEMATICS MODELING THE EFFECTS OF CANONICAL AND ALTERNATIVE PATHWAYS ON INTRACELLULAR CALCIUM LEVELS IN MOUSE OLFACTORY SENSORY NEURONS 83 ISLEEN WRIDE . BIOLOGICAL SCIENCES THE COSTLY TRADE-OFF BETWEEN IMMUNE RESPONSE AND ENHANCED LIFESPAN IN DROSOPHILA MELANOGASTER 99 LAUREN BUCCA . ENGLISH ST. CUTHBERT AND PILGRIMAGE 664-2012AD: THE HERITAGE OF THE PATRON SAINT OF NORTHUMBRIA 123 GRACE CALVIN . PSYCHOLOGY ACCULTURATION, PSYCHOLOGICAL WELL-BEING, AND PARENTING AMONG CHINESE IMMIGRANT FAMILIES 141 ABIGAIL FANARA . MEDIA & COMMUNICATION STUDIES A DIAMOND IS FOREVER: THE CREATION OF A TRADITION 163 LESLIE MCNAMARA . HISTORY “THE LAW WON OVER BIG MONEY”: TOM WATSON AND THE LEO FRANK CASE 181 KEVIN TRIPLETT . GENDER & WOMEN’S STUDIES OVERCOMING REPRODUCTIVE BARRIERS: MEMOIRS OF GAY FATHERHOOD 209 COMFORT UDAH . ENGLISH INSCRIBING THE POSTCOLONIAL SUBJECT: A STUDY ON NIGERIAN WOMEN EDITORS’ INTRODUCTION You have in your hands the fifteenth edition of The UMBC Review: Journal of Undergraduate Research. For a decade and a half, this journal has highlighted the creativity, dedication, and talent UMBC undergraduates possess across disciplines. The university has a commitment to its highly renown undergradu- ate research, and to that end the UMBC Review serves to pres- ent student papers in an academic and prestigious manner.
    [Show full text]
  • Pdf 1 28/02/2018 18:48
    CIES 2018 SCHEDULE CONFERENCE VENUES Site maps located in back of program Hilton Reforma Mexico City Fiesta Inn Centro Histórico Museo de Arte Popular CIES 2018 ESSENTIAL INFORMATION QUESTIONS? CIES 2018 ON SOCIAL MEDIA Questions during the conference can be directed to the CIES registration desk on the 4th Floor Foyer of the Hilton Reforma, any Indiana University Conferences staf member, CIES volunteer or Program Committee member, or sent to: [email protected]. @cies_us @cies2018 @cies2018 @cies2018 KEY LOCATIONS* OFFICIAL CONFERENCE HASHTAGS Registration #CIES2018 Hilton Reforma, 4th Floor Foyer #remapping Registration Hours: Saturday, March 24: 1:30 to 7:30 PM #SurNorte Sunday, March 25: 7:30 AM to 7:00 PM #SouthNorth Monday, March 26: 7:00 AM to 7:00 PM Tuesday, March 27: 7:00 AM to 7:00 PM Wednesday, March 28: 7:00 AM to 6:00 PM Thursday, March 29: 7:00 AM to 1:00 PM EXPERIENCE MEXICO CITY Sociedad Mexicana de Educación Comparada (SOMEC) Registration (Mexican Attendees only) Hilton Reforma, 4th Floor Foyer Book Launches, Round-Tables, and Poster Exhibits Hilton Reforma, 4th Floor, Don Alberto 4 CIES Of ce of the Executive Director Grupo Destinos Travel Agency Hilton Reforma, 4th Floor Foyer Hilton Reforma, 4th Floor Foyer University of Chicago Press Hilton Reforma, 4th Floor Foyer Exhibitors Hall Hilton Reforma, 2nd Floor Foyer Exhibit Set-Up Hours: Secretaría de Turismo de la CDMX Monday, March 26: 7:00 AM to 9:30 AM Hilton Reforma, 4th Floor Foyer Exhibit Hours: Monday, March 26: 9:30 AM to 5:00 PM Tuesday, March 27: 9:30 AM to 6:30 PM Wednesday, March 28: 9:30 AM to 6:30 PM Thursday, March 29: 9:30 AM to 5:00 PM Secretaría de Cultura de la CDMX Exhibit Dismantle Hours: Hilton Reforma, 4th Floor Foyer Thursday, March 29: 5:00 to 7:00 PM HILTON SUITE LOCATIONS *For venue and meeting room maps, please see the inside back cover of the program.
    [Show full text]
  • The Association Between Child Maltreatment and Emotional, Cognitive, and Physical Health Functioning in Vietnam Nhu K
    Tran et al. BMC Public Health (2017) 17:332 DOI 10.1186/s12889-017-4258-z RESEARCH ARTICLE Open Access The association between child maltreatment and emotional, cognitive, and physical health functioning in Vietnam Nhu K. Tran, Sheila R. Van Berkel, Marinus H. van IJzendoorn and Lenneke R.A. Alink* Abstract Background: There is a paucity of research on correlates of child maltreatment in limited-resource countries with a relatively high tolerance of harsh discipline. This Vietnamese study aimed to investigate associations between different types of child maltreatment and child emotional, cognitive, and physical health functioning as well as moderation effects of gender and ethnicity. Methods: This cross-sectional study was conducted with 1851 randomly selected students aged 12–17 years. Both self-report and more objective measures (weight, height, study ranking, and a memory test) were used. Results: All types of child maltreatment were associated with emotional dysfunctioning. Life time and past year experiences of physical abuse and life time experiences of sexual abuse and neglect were related to poorer perceived physical health. The study did not find associations between any type of child maltreatment and overweight or underweight status. Regarding cognitive functioning, life time experience of sexual abuse and neglect were related to poorer working memory performance. Noticeably, emotional abuse was related to better academic performance, which might be an indication of “tiger parenting” practice in Vietnam, implying academic performance stimulation at the expense of emotional security. No significant moderation effects by gender and ethnicity were found. Conclusion: Even in a culture in which harsh discipline is normative, child maltreatment was related to negative aspects of child wellbeing including emotional, cognitive, and physical health functioning.
    [Show full text]