***************Note: This syllabus is tentative and may be subject to change.

***********

The Chinese Family

Course Code: SOCS-SHU 236 Course Credits: 4
Semester: Spring 2023
Time/Location: Mon/Wed 09:45-11:00, Room SB126

Instructor Name: Xuan Li, Ph.D. Email: xuanli@nyu.edu Office: N821

Office Hours: Mon/Wed 11:00-12:00 or otherwise agreed (click to book)

Course Description
The family, one of the key social units, has changed significantly over time around
the globe. While traditional Chinese families were governed by Confucian ethics,
Chinese families in the 20th century have also been shaped by state policies,
modernization, and globalization. This course introduces students to family values and
practices around marriage, reproduction, parenting, and intergenerational care in
Chinese societies, especially in their modern history. It also contextualizes family
values and practices and their transitions within broader demographic, social, and
cultural changes in the Chinese and international settings. In this course, students
engage with historical and modern cultural artifacts as well as scholarly work on
Chinese families, and reflect on their own experiences with, observations of, and
beliefs about Chinese families. In this way, students develop a nuanced way of
understanding and analyzing family-related issues in the Chinese and global contexts.
This course targets students who seek to build a foundation in social science
perspectives of family research. This course is designed to fulfill the requirement for
Social Science Perspectives on China and complements other social science and
Global China Studies courses at NYU Shanghai, such as Parenting and Culture,
Cultures of Psychology, Modern China from 1911 to the Present, and Social Change
in Contemporary China.

Course Learning Outcomes

By the end of our course, students will be able to:
1. Explain the theories, models and facts that link family values and practices to
broader social, economic, political, and cultural contexts from multidisciplinary
perspectives;
2. Clarify culturally-salient family theories and concepts in Chinese societies;
3. Identify family-related issues in contemporary Chinese contexts (such as low-
fertility, marriage squeeze, left-behind children) and their historical, social, and
cultural origins as well as implications;
4. Describe the key cultural models and policies that influence family formation
and practices in historical and modern Chinese societies;
5. Relate learned theories, models, and facts to own experiences with,
observations of, and beliefs about Chinese families.
6. Engage with and collect data from Chinese families in a theory-informed, open-
minded, and culturally competent way.

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Course Prerequisites
The students must be second year or above to participate in this course.

Required Learning Materials

(All readings will be uploaded to NYU Brightspace. Please refer to the Tentative
Schedule for details about readings for each week.)

Basis for Final Grade

Assessment Item Percent Learning Outcome
Classroom participation 10% 3, 4, 5
Forum discussion 30% 2, 3, 4
Quizzes 20% 2, 3, 4
Family interview 40% 1, 6
Bonus: Person reflection 5% 5

Classroom Participation (10%)

In-person class attendance and active participation are expected and required.
The majority of the learning material will be covered in each class and a substantial
part of the class will involve students leading discussions. Students are expected to
read all assigned learning materials before each class so that they are prepared for
class lectures and discussions. There might be random attendance checks during
class. Absence, lack of classroom engagement, or unpreparedness will lead to a loss
of participation points. Leaves due to health reasons or other approved academic
commitments (e.g., conferences) should be given to the course instructor in advance.
Students are responsible for obtaining information about missed classes and keeping
up to date on all assignments. All the dates and assignments are tentative and can be
changed. All dates can be found in the course schedule at the end of the syllabus and
NYU Shanghai Academic Calendar.

Forum discussions (30%)

During Week 3 through 13, the students are required to participate in online
discussions related to class readings when there are readings/films assigned. The
forum discussion will focus on surprising learning and questions regarding the
reading/film assigned. For each assigned reading, students are required to write a post
or a (solid) response to other students’ post. The posting should be completed before
5:00pm on the day before class.

Quizzes (20%)
Two quizzes will take place in Week 7 and Week 12, respectively. The exams will
include a mixture of multiple-choice questions and open-ended questions.

Family interview (40%)

Work in small groups to conduct in-depth interviews with a Chinese family,
broadly defined, regarding one of the family-related issues (e.g., marriage, fertility,
parenting, elderly care), and complete a group report.

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 Students work in pre-assigned three to five-person groups. Each group should
include both Chinese-speaking and non-Chinese-speaking students if student
composition allows. In principle, the group membership cannot be swapped unless
there is a strong argument for an exceptional case (e.g., students dropping out).
Students will be given training in group work, research design, research ethics, and
interview skills, and will be given in-class time for practice interviews.

Interview requirements
• Each group will conduct interviews (either one-on-one or with two interviewers
if preferred) with adult members of at least two sexes and two generations from the
chosen family (no minors under 18 years). This means at least two persons from each
family, ideally 3 persons.
• The chosen family cannot be the direct lineage or romantic partner of any
group member (i.e. not parents and grandparents, but distant relatives are fine).
Interviews can be done with families of other students within or beyond this course.
• The interviews should in principle be face-to-face, unless the students can
make a strong case for conducting the interview remotely. The interviews can be
conducted in Chinese or English and need to be voice-recorded with individual
permissions from all interviewees. Interviews from the same family can be carried out
by one group member or different group members. Depending on the interview quality
and its match with the research question, students might need to re-connect with
interviewees to ask follow-up questions.

Reporting
• The interview will be transcribed verbatim and analyzed with reference to the
theories and facts learned in the class, as well as selected parts of the transcripts.
• The final report should be between 15 to 20 pages, with an Introduction section
explaining the research question and existing scholarly literature on relevant topics, a
Method section explaining the research design and details, a Findings section outlining
major findings with examples and quotations, and a Discussion section linking the
findings back to the literature.
• To track progress, the following assignments are to be submitted:
- Proposal (5%): Theme, plan (why choose this family?), and outline (i.e., draft
interview protocol, including main and follow-up questions).
- First draft (15%): 15 to 20 pages, Arial 12pt double-spaced 1inch margin (i.e.,
approximately 2500 to 3000 words); including an Introduction (5-6 pages) at the
beginning, a Method section (2 pages), Findings (6-8 pages), Discussion (3-4
pages), References (1-2 pages, APA 7th style), and Appendix (1 page, interview
protocol) at the end.
- Final draft (10%): Revision after feedback from instructor and peer
- Group consultations (5%): Each group should meet with the instructor at least
twice (2% x 2; see course schedule for assigned timing) and up to four times
throughout the semester to discuss progress and challenges in working together.
Each group will also include one paragraph describing clearly each group
member’s contribution to the project (1%). Each group will submit one joint report
and all group members will receive the same grade, unless there is a strong case
to be made for grade adjustment based on individual contribution.

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- Peer feedback (5%): Each group will present their findings during class time and
receive feedback and questions from classmates. The presentation itself is not
graded but each student must give feedback to all other group’s presentations to
receive the full grade.

Bonus: Personal reflection (5%)

At the end of the course, interested students can choose to write a 500-1000-
word reflection on the personal learning from this course. The reflection can focus on
experience with/observations from Chinese families you know, research findings about
Chinese families you have read beyond the class reading, your thoughts and feelings
completing the Family Interview project, and/or your personal growth from this course.

Grade Dissemination:
Graded assignments in this course will be returned individually. You can access your
scores at any time on Brightspace.

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Course Policies

Attendance Policy
This course is taught in-person. All classes will be held at their scheduled dates and
hours unless specified. Please note legislative days in the fall and spring terms when a
special schedule is adopted to accommodate local holidays. Students are expected to
attend every seminar meeting and actively participate in the discussions. Students are
expected to attend all scheduled classes and individual consultations, and actively
participate in the discussions unless the instructor explicitly informs the class that other
ways of doing the work are acceptable. No student shall leave a scheduled class or
meeting because of the absence of the instructor until a reasonable time has passed.
By tradition and as a matter of courtesy, a student should wait ten minutes before
leaving.

Students, either as individuals or as members of student organizations are permitted

to be absent from classes to participate in competitions, conferences, and
presentations, either at home or out of town, as approved by the Assistant Dean for
Academic Affairs provided the following conditions are met:

● All work missed must be made up to the satisfaction of the instructor(s)

concerned;
● No trip shall involve an absence of more than two days, excluding days when
classes are not scheduled;
● The total number of days of absence shall not exceed six per sport or per
organization annually;
● Each student will obtain an absence authorization signed by the Assistant
Dean for Academic Affairs. The student will present this authorization to the
instructor before the date in question. This is not an excuse for work missed.
● Making up exams: A common practice for approved absences is to have the
student's teacher or supervisor proctor exams or quizzes during travel to a
contest.

University Policy on Make-up of Absence from Class due to illness: When

students are ill, they are expected to notify professors in advance of class, if at all
possible. Students should negotiate with professors the time and place for make-up of
assignments, tests and/or examinations missed. In cases where students are seriously
ill and will miss more than a week of classes, the Office of Health and Wellness should
be contacted so that the student’s other professors may be contacted. The Office off
Health and Wellness will not verify medical absences of under a week.

Classroom behavior
Promptness, punctual attendance, participation, and responsible behavior will
influence the instructor’s (and future employers) and peer perception of student
professionalism. Active, positive, engaging, participation in class activities is essential
for promoting individual learning as well as constructing an effective learning
environment for all participants of the learning community.

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Therefore, please attend to all university policy and classroom etiquette procedures,
which means that the student should arrive on time, be attentive, and respectful for all
class meetings, at the very minimum. Those not heeding the policies will be asked to
leave the classroom immediately to not disrupt the learning environment. Students
who habitually disturb the class by talking, arriving late or other unprofessional
behavior may suffer a reduction in their final class grade.

Writing Assignment Policy

Assignments are due at the date and time indicated in the syllabus. Missed
assignments will earn 0% of the assigned portion of the grade. Exceptions can be
made only with the prior approval of the instructor. The late penalty for the final
project, including the proposal and first draft, is 10% of the assigned portion of the
grade per day. An assignment that should receive a 90% will be graded as 80% if it is
one day late, and 70% if it is two days late, and 60% if it is three days late, et cetera.
The assignment will be graded as 0% if it is more than seven days late.

All papers should demonstrate mastery of grammar, punctuation, spelling and syntax
expected of college-level students. All papers are to be word-processed, proofread,
and solely the work of the author.

All assignments in this seminar should be written following APA 7th style and in Times
New Roman 12 pt, double space, 1-inch margin. For detailed information about APA
style, consult the Purdue OWL APA Formatting and Style Guide. The NYUShanghai
library has curated its own APA Style guide, available here. For writing and reference
support, see Student Resources.

All your work should be submitted via Brightspace, NOT via email. Commentary on
written work would be delivered in written format through Brightspace unless the
student requested an alternate delivery method such as an MP3 voice recording,
stated so within the first two weeks of the semester.

Student Expectations

Title IX Compliance
From the NYU Title IX website: “Title IX of the Education Amendments of 1972 (Title
IX) prohibits discrimination on the basis of sex in educational programs. It protects
victims of sexual or gender-based bullying and harassment and survivors of gender-
based violence. Protection from the discrimination on the basis of sex includes
protection from being retaliated against for filing a complaint of discrimination or
harassment. NYU is committed to complying with Title IX and enforcing University
policies prohibiting discrimination on the basis of sex. Mary Signor, Executive Director
of the Office of Equal Opportunity, serves as New York University’s Title IX
Coordinator. The University’s Title IX Coordinator is a resource for any questions or
concerns about sex discrimination, sexual harassment, sexual violence, or sexual
misconduct and is available to discuss your rights and judicial options.
University policies define prohibited conduct, provide informal and formal procedures
for filing a complaint and a prompt and equitable resolution of complaints.
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Complainants in situations involving sexual misconduct are afforded certain rights
specified in the Sexual Misconduct, Relationship Violence, and Stalking Policy ("the
Policy"). Where immediate assistance is required, emergency help is available. In
addition to using the complaint procedures under University policies, Complainants
have the option to report the incident to the appropriate local authorities and the
University will assist them in doing so.

Links to the Policy and related documents:

● Sexual Misconduct, Relationship Violence, and Stalking Policy
● Procedures for Complaints Against Students
● Procedures for Complaints Against Employees
● Resource Guide for Students
● Resource Guide for Employees

The University recognizes the inherent dignity of all individuals and promotes respect
for all people. Sexual misconduct, physical and/or psychological abuse will NOT be
tolerated. If you have been the victim of sexual misconduct, physical and/or
psychological abuse, we encourage you to report this matter promptly. As a faculty
member, I am interested in promoting a safe and healthy environment, and should I
learn of any sexual misconduct, physical and/or psychological abuse, I must report the
matter to the Title IX Coordinator. Title IX of the Education Amendments of 1972 is the
federal law that prohibits sex discrimination in educational institutions that are
recipients of federal funds. Students have the right to an educational environment that
is free from harassment and discrimination. Should you want to speak to a confidential
source you may contact the Counseling Center.

Students have options for reporting incidents of sexual violence and sexual
harassment. Sexual violence includes sexual assault, dating violence, domestic
violence, and stalking. Students may receive confidential assistance at the Counseling
and Psychological Services. Students may feel more comfortable discussing their
particular concern with a trusted employee. This may be a student affairs staff
member, a department Chair, a faculty member or other University official. These
individuals have an obligation to report incidents of sexual violence and sexual
harassment. This does not necessarily mean that a formal complaint will be filed. If
you find yourself in an uncomfortable situation, ask for help.”

Academic Conduct Policy

In this class, the academic standards of New York University apply to all coursework at
NYU Shanghai. NYU Shanghai policies are in accordance with New York University’s
cheating and plagiarism policy. Cheating in any quiz or exam or plagiarism in written
assignment, once found, will lead to the failure of the course and will be reported to the
Assistant Dean for Academic Affairs for disciplinary actions.

Please refer to this link for more information on Academic Standards and Discipline.

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Plagiarism includes, but is not limited to:
● Copying or borrowing liberally from someone else’s work without his/her
knowledge or permission; or with his/her knowledge or permission and turning
it in as your own work.
● Copying of someone else’s exam or paper.
● Allowing someone to turn in your work as his or her own.
● Not providing adequate references for cited work.
● Copying and pasting large quotes or passages without properly citing them.

Student Resources

Students with Disabilities

NYU is committed to providing equal educational opportunity and participation for
students with disabilities. It is NYU Shanghai’s policy that no student with a qualified
disability be excluded from participating in any NYU Shanghai program or activity,
denied the benefits of any NYU Shanghai program or activity, or otherwise subjected
to discrimination with regard to any NYU Shanghai program or activity. Any student
who needs a reasonable accommodation based on a qualified disability is required to
register with the CSD for assistance. Students can register online through the Moses
Center and can contact the Director of the Academic Resource Center, Cydney Delia
(cydney.delia@nyu.edu) with questions or for assistance.

Tutoring and Writing Support

The Academic Resource Center (ARC) provides tutoring and support to students
looking to reach their highest academic potential. Students can schedule a meeting, or
drop by, for individual and small group tutoring in over 30 other STEM and Business &
Economics courses. The ARC also offers individual writing consultations at any stage
of the writing process, as well as academic coaching in areas such as time
management, reading and note-taking strategies, and exam preparation. Visit the
online schedule to check availability. Students are also welcome to study on their own
in the comfortable, supportive atmosphere of the ARC.

Writing support will be provided during summer, both Session 1 and Session 2. Your
students can book appointments with our Writing and Speaking Learning Assistants
for 1:1 writing consultations during the summer. All students need to do is to go to
WCOnline, choose the [Writing Support - Summer 21] schedule, click on an available
appointment slot, fill out the appointment form, and attend the appointment on time at
the ARC, located at RM 519 in the Academic Building. The schedule will be published
by the end of May. Online appointments are also provided. Please refer to the online
appointment website for a video tutorial and FAQs for making online appointments. On
this page, students will also find some asynchronous workshops on academic skills
that may be helpful for them. If you have any questions about the ARC services,
please refer to the ARC’s website or send an email to shanghai.arc@nyu.edu.

Library and Research Services

The Library is available to support your research needs. They have access to 14,000
print resources, 2,000 DVDs, and 1,000 databases (including over a million e-books,
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as well as streaming audio and video and image databases). Librarians with expertise
in Business, Economics, Humanities, Science (STEM), and Social Sciences are
available in-person and online to help. Services include:
● One-to-one consultations to help you with your research projects
● Reference Desk hours for immediate help with finding and using resources
● Workshops throughout the semester on research strategies, special
databases, academic integrity, and using citation tools.
Visit the Library on the 4th floor, or go to shanghai.nyu.edu/library to learn more.

Religious Observances
New York University, as a nonsectarian institution, adheres to the general policy of
including in its official calendar only certain legal holidays. However, it has also long
been NYU policy that members of any religious group may, without penalty, excuse
themselves from classes when compliance with their religious obligations requires it. In
1988, the University Senate affirmed this policy and passed the following resolution:
1. Students who anticipate being absent because of any religious observance
should, whenever possible, notify faculty in advance of such anticipated
absence;
2. Whenever feasible, examinations and assignment deadlines should not be
scheduled on religious holidays. Any student absent from class because of
religious beliefs shall not be penalized for any class, examination, or
assignment deadline missed on that day or days.
3. If examinations or assignment deadlines are scheduled, any student who is
unable to attend class because of religious beliefs shall be given the
opportunity to make up that day or days.

No adverse or prejudicial effects shall result to any student who avails himself or
herself of the above provisions.

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 Tentative Schedule
*All deadlines are following Shanghai time (GMT+8)
Session Topic and Class Activities Due
1.01/30 Introduction: Course logistics
Studying Chinese families: Why
What is “family”?
Why learn about Chinese families?
Texts
Lin, Y. (1936). My country and my people (林语堂,《吾国与吾
民》) (part II, chapter 3, “The family system”)
Whyte, M. K. (1996). The Chinese family and economic
development: Obstacle or engine? Economic
Development and Cultural Change, 45(1), 1–30.
2.02/01 Studying Chinese families: How
Major family theories: Family systems theory; family
cycle theory; Giddens
Challenges of researching (Chinese) families
Texts
Therborn, G. (2014). Family systems of the world. In J. Treas,
J. Scott, & M. Richards (Eds.), Wiley Blackwell
companion to the sociology of families (pp. 1–19).
Wiley.

3.02/06 History: The “Confucian” families

The birth of Confucian family ethics
Intergenerational and gender roles in the family
sphere: Norms and exceptions
Changes in family values and practices over the
dynasties in imperial China

Required texts
Ebrey, P. B. (1993). The inner quarters: Marriage and the
lives of Chinese women in the Sung period. CA:
University of California Press. (chapters Introduction
and 1)
Lu, W. (2010). “A pearl in the palm”: A forgotten symbol of the
father-daughter Bond. Late Imperial China, 31(1), 62–
97.

4. 02/08 History: The Family Revolution

Revolutionizing family life: New Culture Movement,
New Life Movement
A growing child-centered mentality: Reversing parent-
child hierarchy

Required texts
Edwards, L. (2000). Policing the modern woman in
Republican China. Modern China, 26(2), 115-147.
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 LIANG Chi-Chao. (1897). On Women’s Education; HE Yin-
Zhen (1907). On the question of women’s liberation

5. 02/13 History: Postwar/Socialist era 02/12, 5:00pm:

Nationalist and socialist family laws and policies Forum discussion 1
Hukou and social mobility
Required Texts
Glosser, S. L. (2003). Chinese visions of family and state,
1915-1953. Berkeley: University of California Press.
(Introduction chapter)
Yan, Y. (1997). The triumph of conjugality: Structural
transformation of family relations in a Chinese village.
Ethnology, 36(3), 191–212.
6. 02/15 History: Reform era and the 21st century 02/14, 5:00pm:
Family Planning Policies Forum discussion 2
New marriage law: Inheritance and financial power
Imported ideals of parenthood and gender
Required Texts
Ji, Y., Wu, X., Sun, S., & He, G. (2017). Unequal care,
unequal work: Toward a more comprehensive
understanding of gender inequality in post-reform
urban China. Sex Roles, 77(11-12), 765-778.

7. 02/20 Marriage: Forming bonds 02/19, 5:00pm:

Purpose of marriage: Financial, reproductive, care, Forum discussion 3
and affective union
Where to live?
Mate selection process and criteria
The bare branches and leftover women

Required texts
To, S. (2013). Understanding Sheng Nu (“Leftover Women”):
The Phenomenon of Late Marriage among Chinese
Professional Women. Symbolic Interaction, 36(1), 1–
20.

Class on 02/22 cancelled due to campus construction

and replaced by field trip on 02/25

8.02/25 Optional field trip

Visiting Matchmaking Corner, Renmin Park
9:30-11:00
9.02/27 Marriage: Forming bonds 02/26, 5:00pm:
Intimacy and relationship satisfaction Forum discussion 4
Concubines, mistresses, extramarital affairs
Family dissolution

Required texts

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 Adrian, B. (2003). Framing the bride: Globalizing beauty and
romance in Taiwan’s bridal industry. Berkeley:
University of California Press. (Chapter 6)
Documentary: Tan, Z. (2019). Fuqi bu shi tonglinniao
[Husband and wife are not like birds of the same
wood]. 谭振邦 (2019) 夫妻不是同林鸟

10.03/01 Parenting: Reproductive practices and policies 02/28, 5:00pm:

The reproductive/family life cycle Forum discussion 5
Policies and reproductive patterns across regions

Required texts
Fong, V. L. (2002). China's one-child policy and the
empowerment of urban daughters. American
Anthropologist, 104(4), 1098-1109.
Documentary: Life Matters, Season 2 Episode 2《人间世》第
二季第二集, “生日”

11.03/06 Parenting: Reproductive practices and policies 03/05, 5:00pm:

“One-child”, “Two-child”, and “Three-child” policies Forum discussion 6
Policy effects
Group consultation
Required texts 1 by Friday 03/10
Whyte, M. K., Feng, W., & Cai, Y. (2015). Challenging myths
about China’s One-Child Policy. The China Journal,
74, 144–159.
Zhou, Y. (2019). The dual demands: Gender equity and
fertility intentions after the One-Child Policy. Journal of
Contemporary China, 28(117), 367–384.

12.03/08 Parenting: Early childcare 03/07, 5:00pm:

Prenatal and infant care Forum discussion 7
Parental and grandparental involvement

Required texts
Zhang, C., Fong, V. L., Yoshikawa, H., Way, N., Chen, X., &
Lu, Z. (2019). The Rise of Maternal Grandmother
Child Care in Urban Chinese Families. Journal of
Marriage and Family, 81(5), 1174-1191.
Zhu, J. (2010). Mothering expectant mothers: Consumption,
production, and two motherhoods in contemporary
China. Ethos, 38(4), 406–412.

13.03/13 Parenting: Loving and training the child 03/12, 5:00pm:

“Traditional” parenting styles and parent-child bonds Forum discussion 8
“New” parenting philosophy and practices

Required texts
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 Lan, P.-C. (2018). Raising global families: Parenting,
immigration, and class in Taiwan and the US.
Stanford, CA: Stanford University Press (chapters 2-3)
14.03/15 Parenting: Loving and training the child 03/14, 5:00pm:
Parenting and gender: Fathers and mothers Forum discussion 9
Sons and daughters

Required texts
Cao, S., & Lin, X. (2019). Masculinizing fatherhood:
Negotiation of Yang and Jiao among young fathers in
China. Journal of Gender Studies, 28(8), 937–947.
Li, X. (2021). How do Chinese fathers express love? Viewing
paternal warmth through the eyes of Chinese fathers,
mothers, and their children. Psychology of Men &
Masculinities, 22(3), 500–511.
15.03/20 Quiz 1 03/19, 5:00pm:
Interview questions
Preparing for interviews (not graded)
Basics: Interview-based research design and
Interview skills
Required texts
NYUSH Human Subject Research regulations

16.03/22 Preparing for interviews 03/21, 5:00pm:

Conducting practice interviews Family Interview
Q&A Project Proposal

17.03/27 Elderly care 03/26, 5:00pm:

The filial piety book Forum discussion
Filial piety policies and practices over the dynasties 10

Required texts
Chen, S. X., Bond, M. H., & Tang, D. (2007). Decomposing
filial piety into filial attitudes and filial enactments.
Asian Journal of Social Psychology, 10(4), 213-223.
Film: LU, Q. (2017). Four Springs 陆庆屹《四个春天》
Watch here

18.03/29 Elderly care 03/28, 5:00pm:

Reforming filial piety: Cultural psychology research Forum discussion
11
Required texts
Lin, X. (2014). ‘Filial son’, the family and identity formation
among male migrant workers in urban China. Gender,
Place & Culture, 21(6), 717–732.
Zhan, H. J., & Montgomery, R. J. V. (2003). Gender and elder
care in China: The influence of filial piety and

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 structural constraints. Gender & Society, 17(2), 209–
229.

19.04/10 Family members on the margin: Domestic workers 04/09, 5:00pm:

Work and Family: Conflicts and enrichments Forum discussion
Required texts 12
Lan, P.C. (2006). Global Cinderellas: Migrant domestics and
newly rich employers in Taiwan. Duke University
Press. Chapters 6 and 3.

20.04/12 Family members on the margin: Domestic workers 04/11, 5:00pm:

Forum discussion
Required texts 13
Dong, X., Feng, J., & Yu, Y. (2017). Relative pay of domestic
eldercare workers in Shanghai, China. Feminist
Economics, 23(1), 135–159.
Fu, H., Su, Y., & Ni, A. (2018). Selling motherhood: Gendered
emotional Labor, citizenly discounting, and alienation
among China’s migrant domestic workers. Gender &
Society, 32(6), 814–836.

21.04/17 Preparing for final report Group consultation

Structuring the report 2 by Friday April 21
Presenting your findings
Academic writing

22.04/19 Globalizing Chinese families 04/18, 5:00pm:

Film screening: Lowe, F. (2015). Chinese couplets Family Interview full
transcript

23.04/23 Globalizing Chinese families: 04/22, 5:00pm:

Transnational/Immigrant/Migrant Chinese families Forum discussion
Immigrant Chinese families and their host societies 14
Transnational migrant families: History, purposes,
lifestyles

Required text
Cheah, C. S. L., Li, J., Zhou, N., Yamamoto, Y., & Leung, C.
Y. Y. (2015). Understanding Chinese immigrant and
European American mothers’ expressions of warmth.
Developmental Psychology, 51(12), 1802–1811.
Qin, D. B. (2009). Gendered processes of adaptation:
Understanding parent–child relations in Chinese
immigrant families. Sex Roles, 60(7–8), 467–481.
Hu, Y., Xu, C. L., & Tu, M. (2020). Family-mediated migration
infrastructure: Chinese international students and
parents navigating (im)mobilities during the COVID-19
pandemic. Chinese Sociological Review, 1–26.
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24.04/24 Globalizing Chinese families: Blending Chinese/Non- 04/23, 5:00pm:
Chinese blended families Forum discussion
A not-so-brief history of intermarriage 15
Typology of Chinese/Non-Chinese intermarriages
Cases: Chinese/British, Chinese/Nigerian,
Chinese/Burmese
Required text
LEE Ang (1991) Pushing Hands
CCTV: Foreigners in China 20181217 and 20181223

25.04/26 Globalizing Chinese families: Blending Chinese/Non- 04/25, 5:00pm:

Chinese blended families Forum discussion
General attitudes towards intermarriages 16
Quality of intermarriages and influence on children
Concluding remarks

Required text
Farrer, J. (2008). From “passports” to “joint ventures”:
Intermarriage between Chinese nationals and western
expatriates residing in Shanghai. Asian Studies
Review, 32(1), 7–29.
Hu, Y. (2017). Attitudes toward transnational intermarriage in
China: Testing three theories of transnationalization.
Demographic Research, 37, 1413–1444.

26.05/03 Quiz 2 05/02, 5:00pm

Family interview
report – First draft
27.05/08 Student Presentations 1
28.05/10 Student presentations 2
Final Conclusion
05/10, 5:00pm:
Family interview
report – Final draft

05/10, 5:00pm:
Personal reflection

15