Cultural identity and mathematics learning of Chinese families living in Australia
thesisposted on 28.03.2022, 12:07 by Man Yee Angel Mok
Research studies on migration and education often see Chinese families as homogeneous and Chinese identity as fixed and stable. This view on homogeneity dismisses the growing complexity of cultural identities of Chinese people living overseas in this era when migrants have frequent and multiple connections with more than one social world. Expectations of homogeneity also produce stereotypes that misrepresent who Chinese people are. Stereotypes of Chinese families often portray parents as demanding and authoritative, who have high expectations on their children who are disciplined, diligent and good at mathematics. The last stereotype is supposedly confirmed by media reports of Asian students’ performance in international mathematics assessments such as TIMSS and PISA. Adopting a narrative approach, this ethnographic study conducted by a researcher with a Chinese cultural heritage explored the cultural identities of Chinese families living in Australian [sic] and how they might impact on their children’s mathematics learning. The notion of Chineseness in the diasporic context was interrogated and the impact of transnationalism on Chinese families’ belonging to both their homeland and Australia were also examined. Results showed that participating families have considerably different ties with both their homelands and Australia. Their identities as seen in how they relate to the people and practices in both places did not have much impact on their children’s mathematics learning. It was found that parents valued education and perceived mathematics more broadly as a subject to prepare their children for a better future. The extra help offered by parents or private tutoring was seen to provide the support their children need to achieve in mathematics.
Table of ContentsPart 1. Entering the story. Chapter 1. The narrator -- Chapter 2. The scene -- Chapter 3. The representation -- -- Part 2. Telling the stories. Chapter 4. The whole of its parts. The parts in the whole -- Chapter 5. Narratives of identity formation -- -- Part 3. Listening for the stories. Chapter 6. The unfinished -- Chapter 7. The end -- Appendices.
Notes"February 2015" "A thesis submitted to Macquarie University in fulfilment of the requirements for the degree of Doctor of Philosophy" Thesis by publication. Australasian digital theses. Bibliography: pages 296-306
Awarding InstitutionMacquarie University
Degree TypeThesis PhD
DegreePhD, Macquarie University, Faculty of Human Sciences, Department of Education
Department, Centre or SchoolDepartment of Education
Year of Award2015
Principal SupervisorDavid Saltmarsh
RightsCopyright Man Yee Angel Mok 2015. Copyright disclaimer: http://www.copyright.mq.edu.au/.
Extent1 online resource (xxvi, 336 pages) illustrations (coloured), map
Former Identifiersmq:42340 http://hdl.handle.net/1959.14/1052397
ChineseMathematical ability in children -- AustraliaculturemathematicsbelongingChinese -- Australia -- Social conditions -- 21st centuryMath anxiety -- AustraliaMathematical ability in childrenChinese -- Australia -- Ethnic identityTransnationalismtransnationalismidentityMath anxietymathematics anxiety