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The Impact of Cultural Differences on the Performance of Chinese “Parachute

Children” at School

Name

Institution

Course

Date
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Abstract

For this reason, the number of parachute kids from China and other Asian countries in

the U.S. has been increasing steadily. This is because of the numerous advantages of the

American education system and other socioeconomic factors. Parachuting is also encouraged

by political uncertainties in China and its neighborhoods. These include tensions of nuclear

warfare and the return of communism. Thus, Chinese parents feel that their children are safer

abroad. It is important to note that the cultures of Asian countries and America are a sharp

contrast. The literature indicates that parachute kids face numerous challenges. These include

conflict of cultural identity, acculturation barriers, lack of social support, and many others

that are likely to affect their academic performance negatively. It is, thus, reasonable to

investigate how cultural differences have an impact on the education performance of

parachute kids. The investigators apply the qualitative research design, and in particular, the

survey approach. This study uses a semi-structured interview method to explore the topic

issue. The participants will be recruited through the purposive sampling technique from 7

schools in California. The data will be analyzed using the grounded theory method.
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Introduction

Historically, the United States has attracted many foreign students. The individuals

come from different countries across the world. However, the majority of them come from

Asian countries like Taiwan, Korea, and China. By 2018, the number of foreign students in

the U.S. was approximated to be over 1.2 million. Chinese nationals formed roughly 41% of

the total population (about 480,000). Initially, the individuals who moved to the U.S. went to

pursue further education in colleges and universities. However, today, this has changed.

Foreign students are also found in elementary and high schools. Most of them are found in

California. This is mainly because of its proximity to the Asian continent (Tsong et al.,

2021).. The trend is set to continue rapidly over the years to come.

Aim

The aim of this study is to explore the impact of cultural differences on the

performance of Chinese parachute kids at school.

Objectives

To conduct a literature review

To interview parachute kids

To develop theories and hypotheses from the data collected.

Significance

The increasing number of parachute kids in the U.S. is likely to become a contentious

issue. For example, one can argue that it increases the burden on the American government as

taxes are used to educate foreigners (Bakhtavar & Bayova, 2015). This is especially true for

California. The findings can be used by authorities to develop policies that would help

address this suspicion and imbalance. The Chinese government can also utilize the results to

make the necessary reforms to its education system and migration policies. Additionally, the

findings can be used by social workers to develop the necessary support systems and services
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for parachute kids. Unlike other groups like minority races, the children face unique risks that

can be addressed in various ways.

Reasons for Parachuting

Asia has witnessed significant economic growth and development. The continent has

perhaps the densest human population, with China having more than 1 billion people. This

provides a conducive market for business. The population also provides the labor needed to

explore emerging economic opportunities. The Asian economy has grown rapidly, especially

in the manufacturing sector. Many European countries have relocated their production to

China and similar countries because of cheap labor and the availability of raw materials.

China has also emerged as a leading force in technology in the world. The volume of exports

to various continents has increased rapidly. The economic growth has, in turn, led to

increased employment and income. In other words, the middle class has risen in size

significantly. This group is now able to afford to sponsor their children to pursue their

education in the U.S. This is contrary to the conventional status where such privileges could

only be afforded by the elite class in society (Bakhtavar & Bayova, 2015).

The rise in parachuting has also been caused by changes in immigration policies. The

U.S. began to lift quotas that restricted foreigners from moving into the country based on race

since 1965. The laws were steadily relaxed over the years, thus, allowing a large number of

Asians to move to America. The number of immigrants has since been rising steadily. After

almost every decade, the population of Asian Americans almost doubles. The figure rose

from 1.5 million to 7.2 million between 1970 and 1990. The immigration laws did not only

become favorable in the U.S. Asian countries also made adjustments, such as giving children

and adolescents separate visas to study abroad. In Taiwan, for example, boys aged 14 years

could not leave the country before serving in the military. This restriction was

consequentially overhauled. Due to immigration, Asians have had many friends, relatives,
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and connections in the U.S. These individuals encourage others at home to join them abroad.

Thus, there have been many emerging Chinese or Asian neighborhoods, most of which fall

under the middle or upper class (Bakhtavar & Bayova, 2015).

Theoretical Constructs

Culture Definition

Culture is the set of values, beliefs, and norms that are shared by a particular group of

people. Unlike laws, it (culture) entails unwritten rules of behavior that pass from one

generation to another. Cultures are normally reinforced by people of high status in society.

They represent the status quo that has been present in the community for a long period.

Cultures differ from one society to another. That of Asia, for instance, is almost opposite to

the American one. Asia has a restrictive and collective culture. That of America is open and

individualistic (Bakhtavar & Bayova, 2015).

Parachute Kids Definition

It is important to first define parachute kids. These are children or adolescents brought

to the United States mainly for the purpose of studying. Most of them come from Asian

countries like Taiwan and China. One of their unique characteristics is that they do not live

with their parents. Instead, they are brought and left in the care of other third parties. These

include friends, relatives, or a paid caregiver. Most of the kids live in Asian-dominated

neighborhoods within America, mostly California. Usually, they stay in middle or upper-class

neighborhoods. Parachute kids can also be easily defined by their age. Most of them range

between 8 and 17 years. In other words, they comprise children and adolescents (Hsieh,

2008).

Stage-Environment Fit Theory

The theory insists that when a person’s development needs are not in line with the

environmental conditions, they have high chances of developing physical, academic,

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emotional, and mental problems. The challenge is expounded for children and adolescents.

These groups are normally attached to their social networks and conventional environments.

The distress that individuals experience will be high when the number of changes to undergo

is numerous. The theory also insists that it is better when the transformations are gradual

rather than large and spontaneous. This is not to say that adolescents would not want freedom

and power for decision-making. However, this has to be given in bits (Tsong et al., 2021).

The theory suggests that parachute kids are exposed to a high risk of distress.

Chinese Culture and US Education

The Chinese culture highly values education. This is a sign of the belief in the

Confucian ideologies. Education is perceived as the only reliable means to realizing upward

mobility in society. Excellence in academics is, thus, a priority for the Chinese. Hence,

parents would do anything they can to ensure that their children receive a high-quality

education. The achievement is a source of respect and prestige. There is a belief among

Asians that graduating from a local university in the U.S. is better than making the same

achievement in a national university back at home. The U.S. is known for providing the best

quality education in the world. Some of the most valued institutions of higher learning, such

as Harvard University and many others, are located in America. Graduates from U.S.

universities are considered to be highly skilled and competent. Thus, employers tend to give

them a priority. When the Asian students finish their studies and go back home, the

government and private firms easily absorb them into different job positions (Bakhtavar &

Bayova, 2015).

Literature Review

This section explores the ideas, evidence, concepts, and theories presented in previous

studies or publications about the research topic. In other words, it provides an overview of the
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information available on the issue under investigation. The review is arranged in a thematic

manner.

Comparing Education Systems

The U.S. education system is more conducive than that of China and other Asian

countries in several ways. First, it is highly localized. Children often attend primary, high

school, and college education in the same locality. The opposite is true for the Chinese

system, which is highly nationalized. It is common to find children learning in different

provinces at various stages of their education process. The U.S. education system is also less

competitive compared to that of Asia. This is especially true at the lower institutions of

learning. In particular, the transition from elementary and primary, to high schools is almost

automatic after a student completes the lower steps. The opposite is true for Chinese and the

majority of Asian practices. For instance, proceeding from one level of education to another

is based on test scores. Those who do not manage to attain the marks required are often

relegated to vocational or other lower levels of training. The rate of students enrolling in

colleges and universities from high schools in China ranges from 15 to 25 percent. The figure

is relatively low compared to that of the U.S., which is approximately 50%. In this regard,

there is a clear indication that the number of universities and colleges in China is inadequate.

The rigorous Chinese education system is further stressful. For instance, the children have to

go to school for 6 days a week. The learning occurs for 8 hours a day. Furthermore,

additional after-school classes can go on till 11 p.m (Bakhtavar & Bayova, 2015).

Parental Supervision

Parachute kids are free from the control and supervision of parents. Thus, they are

more likely to engage in substance abuse, aggression, truancy, or any other unwanted

behaviors. The parents are not there to hold them accountable for their actions. The

separation allows the children to develop a greater sense of autonomy and independence. The
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guardians of parachute kids do not have the same level of authority as their parents.

Traditionally, Chinese culture is restrictive in nature. Parents tend to dictate the practices of

their children to a significant level. Thus, their presence plays a huge role in minimizing

damaging behavior. Drug abuse, absenteeism, truancy, and similar habits work to reduce the

academic performance of a student (Zhou, 1998).

Acculturation Stress

Parachute kids have to leave their homes and go to a completely new environment.

Thereafter, they are forced to adjust accordingly. The students encounter different languages,

customs, and practices that are strange to them. They lose connection with their cultures,

families, friends, and many other things that they were originally familiar with. The loss can

consequentially lead to psychological distress. However, the impact of these changes can be

mitigated by a variety of factors. For instance, an individual who has stayed longer in the

U.S. is familiar with the English language, migrated at an older age, was enthusiastic about

leaving home to study abroad, and also lands in a community that is welcoming is likely to

express low distress. The opposite is true for those who are not familiar with the said

language, new arrivals, those who moved in at a young age, and those who joined a

discriminative community. Such people have a high level of distress that impacts their lives

and academic performance negatively (Kang, & Abelmann, 2011). The acculturation stress is

more expounded for parachute kids than immigrant adolescents. The latter have adjusted

significantly to the U.S. environment. One of the biggest challenges is learning the American

language. Most of the parachutes come from home when they are familiar with the Chinese

language only. Yet books and lessons are written and delivered in the English language. This

makes it difficult for parachutes to have a comprehensive and accurate understanding of the

concepts taught in class. It becomes even harder to socialize with their classmates and seek
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help in areas where or subjects in which they are weak (Newman & Newman, 2009). In this

regard, the Americans already have a head start over the parachutes.

Conflict of Cultural Identity

Parachute kids experience conflicts in regards to cultural identity. The individuals are

often proud of their heritage. They would not want to steer far away from their traditions.

That would attract criticism from home. On the other hand, the students are required to adjust

quickly and adapt to the American culture so that they are accepted in the community. The

situation put the kids in a dilemma. Lack of a strong sense of identity has an impact on the

psychological resilience of an individual. The older generation of Asians, which involves

majorly the parents of parachute kids, is stuck with its traditions. On the other hand, young

persons want to be progressive. The parachutes have to adopt the American culture so that

they have social connections and access to resources that have valuable contributions to their

educational outcomes (Lee et al., 2020).

Increased Responsibilities

Parachute kids, especially those who live alone, have additional responsibilities apart

from learning. They have to take care of themselves and assume adult duties like paying bills,

performing household chores, and taking care of their siblings. In this regard, they have an

additional burden that further causes fatigue and stress. Additionally, the students often have

to be accountable to their families at home. This is because of the money spent on their

education, and the fact that they were specifically selected for a privileged opportunity. It is

expected that the parachutes will bring honor and pride to the family. This further puts more

pressure on the kids. Back in their home country, the adolescents and children are used to

being taken care of by their parents. This, in turn, relieves them of adult responsibilities they

are forced to assume while on board (Gan, 2019).

Social Support
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The support of family, friends, and other people in our close social networks is vital.

It is useful for handling the stresses normally encountered in life. It gives an individual an

assumption that they will have someone to rely on in case of an unfavorable experience.

Social support is important for an individual from childhood to adulthood. However, it has

the greatest value for children and adolescents who are still learning to be independent.

Studies indicate that the support is positively correlated with self-esteem, confidence, self-

control, behavior adjustment, and even good academic performance. On the other hand, lack

of support is linked with various psychological problems like depression, loneliness, anxiety,

deviance, substance abuse, and poor performance in schools (Mok, 2015). However, when

parachutes leave home, they are disconnected from this resource. In this regard, they are

robbed of a resource that is vital for the purpose of realizing success not only in school but

also in life.

Methodology

The research will review ideas presented in past literature about the topic. The most

recent articles (published within the last five years) will be used. The sources selected must

have used the survey design. The investigator will select participants from 7 different schools

in California, including 2 primary and 3 high schools, as well as 1 college. The respondents

will be recruited through purposeful sampling, in that the investigator will target parachute

kids from China. The participants will be recruited through the help of the school heads,

church, and other community leaders. The investigators will request referrals from the

individuals who will be the first to avail themselves of the study.

The participants will be informed about the purpose, procedures, and other

requirements of the study. The individuals will obtain written consent from the students.

Additionally, the parents of the parachute kids will also be required to provide permission for

their children to participate in the study. The research will adhere to the applicable ethics. In
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this regard, the personal details of participants like names, addresses, and other unique

aspects will be kept unanimous. The investigator will explain the questions to respondents to

ensure that they have the correct understanding. In this case, a pilot questionnaire written in

Chinese will be prepared.

The study will use the qualitative research design. This method focuses on collecting

and presenting non-figurative data. The approach is used to investigate abstract concepts like

attitudes, feelings, and opinions. Thus, it is fit to explore the topic of the current study. The

advantage of the method is that is useful for detailed and comprehensive research. Qualitative

design is also flexible as the researcher can use a wide range of techniques and sources.

Again, the method is simple to use. An individual does not have to be competent in different

mathematical and statistical tools (Bryman, 2016).

The study will be conducted through a survey research design. The method is selected

mainly because it can have a wide participant outreach. The researchers will specifically use

the semi-structured interview technique. In this case, questions will be prepared in advance

according to the purpose of the study. The participants will then be required to address them

openly and systematically during the interview. The advantage of the approach is that it

allows the researcher to learn about the non-verbal gestures that reveal hidden insights from

the respondent. Again, it allows for the opportunity to discover information that was not

initially planned for in the inquiry. Moreover, it is possible for the interviewer to ask for

further clarifications in case of a misunderstanding (Bryman, 2016). The proceedings of the

inquiry will be recorded on tape and stored for further analysis. The sessions will last for

about 45 minutes. The results will be evaluated using the grounded theory approach. In this

regard, the investigator will use repeated ideas, words, concepts, and arguments, and

afterward, use the pattern to address the problem of the study. This approach is inconsistent
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with other conventional procedures that start with a hypothesis that needs to be proven. In

grounded theory, data is collected and used to form ideas (Bryman, 2016).

Academic performance will be assessed using the grade point averages (GPA). The

scores of parachutes will be compared to that of locals. Additionally, the investigators will

also explore performance-related behaviors like absent seem, truancy, substance use,

aggression, participation, and social skills.

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References

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academic knowledge of parents and their economic conditions on teenagers

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Bryman, A. (2016). Social research methods. Oxford university press.

Gan, K. (2019). The Parental Role in Families of Parachute Children From China (Doctoral

dissertation, San Diego State University).

Hsieh, P. (2008). Taiwanese parachute kids: A retrospective qualitative exploration of adults

who came to the United States as unaccompanied minors (Doctoral dissertation,

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Kang, J., & Abelmann, N. (2011). The domestication of South Korean pre-college study

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child. Adolescence, 44(175), 523.

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