Heterogeneity in Asian Immigrant Mothers' Socialization Goals and Relations with Preschoolers' Social-Emotional School Readiness in the U.S.

Abstract

Maternal socialization goals can significantly impact preschoolers' socioemotional school readiness, which is essential for their future academic achievement and adjustment in formal schooling. Asian immigrant mothers in the U.S. may endorse both interdependence-oriented goals stemming from their heritage Asian cultures, and independence-oriented socialization goals that are consistent with the host American culture. This study aimed to investigate how independence- and interdependence-oriented goals coexist through the identification of underlying classes of Asian immigrant mothers. Potential differences in their children' socioemotional school readiness (prosocial behaviors, sociability, and on-task behaviors) across the different classes of mothers were also examined. The sample consisted of 193 Chinese and Korean immigrant mothers and their preschool-aged children. Mothers were interviewed regarding their socialization goals and teachers rated the preschoolers' socioemotional school readiness. Latent class analyses revealed two underlying classes. The majority of Asian immigrant mothers (86%) highly emphasized independence-oriented and moderately endorsed interdependence-oriented goals (class 1), whereas 14% mothers highly emphasized interdependence-oriented goals, but endorsed independence-oriented goals at low levels (class 2). Moreover, children of mothers in class 1 were rated by their teachers as being more sociable and on-task, compared to children with mothers in class 2. This study provided evidence for the heterogeneity in Asian immigrant mothers' socialization goals and can inform the development of cultural-specific parenting programs aiming to facilitate Asian immigrant preschoolers' socioemotional school readiness.