Abstract
This qualitative study examines Hong Kong Chinese parents' perceptions and experiences of involving in their primary school children's homework process. It draws upon the theoretical frameworks of family capital theory and family resource management perspective to explicate the role of parents in enhancing children's homework outcomes. Information was collected through individual and focus-group interviews with 52 parents who had at least one child attending primary school. Findings of this study provide a glimpse into the range of homework-involvement strategies used by Chinese parents, and reveal parental goals and cultural values embedded in the generation of family capital. Such understanding on parental involvement is helpful for schools and policy-makers in cultivating parents' participation in home-based learning processes for children.
| Original language | English |
|---|---|
| Pages (from-to) | 361-370 |
| Number of pages | 10 |
| Journal | Journal of Family and Economic Issues |
| Volume | 31 |
| Issue number | 3 |
| Early online date | 18 May 2010 |
| DOIs | |
| Publication status | Published - Sept 2010 |
Scopus Subject Areas
- Social Psychology
- Economics and Econometrics
User-Defined Keywords
- Family capital theory
- Family resource management
- Homework
- Hong Kong
- Parental involvement