Exploring Parents’ Habitus and Social Trajectories in the Contexts of Taiwanese and U.S. Cultures
Meng-Jung Yang – School of Art, California State University, USA
Abstract:
This study investigates how the habitus of Taiwanese and U.S. parents shapes their views on art’s role in child development, offering insights for educators and researchers striving to engage diverse parental perspectives. Employing an ecological systems framework (Bronfenbrenner, 1989), the research delves into the nuanced dynamics of this cross-cultural study, exploring how parents’ social trajectories influence their habitus (Bourdieu, 2010) and their approaches to parenting. This study utilizes a dual-case, cross-cultural qualitative approach, incorporating interviews, observations, and artifact collection. It investigates two distinct locations: a Saturday art program at a Midwestern state university in the United States and an afterschool art program at a public university in Taipei, Taiwan. Thirteen parents from each site participated in interviews for this research. The results reveal the pivotal role of resource accessibility, community dynamics, and market competition in both a rural US college town and Taipei. Moreover, parental educational backgrounds contribute to their cultural and social capital, guiding their parenting approaches, while social networks, particularly through social media, shape their parenting philosophies. Despite differences, both US and Taiwanese parents prioritize active involvement, empathy, and transparency in fostering positive parent-child interactions, reflecting a shared belief in the intrinsic value of art in children’s development. This study underscores the enduring impact of social trajectories on individuals’ perspectives of art education and advocates for increased art learning opportunities in schools and communities.
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