Abstract
Past research discovered correlations between father involvement and children’s cognitive and socio-emotional development. However, most studies were conducted on European American families. The current study focused on the relation between Chinese American fathers’ involvement and their children’s social-emotional development. Thirty-one Chinese American families with children between the ages of 7 to 11 years old were surveyed on fathers’ acculturation to the US, fathers’ involvement in child-rearing (general involvement, involvement in childcare responsibilities, socialization of children, decision-making, and time availability), children’s peer relationships, and children’s self-esteem. Fathers’ number of years in the US positively correlated with their reported involvement in decision-making, and their fluency in speaking Chinese positively correlated with their involvement in socializing their children. Fathers’ involvement in childcare negatively correlated with children’s positive and negative friendship qualities. Fathers’ involvement in time availability negatively correlated with children’s positive friendship qualities, but positively correlated with children’s social self-esteem. The results support previous studies indicating that fathers who were more involved in childcare responsibilities had children who displayed fewer negative friendship characteristics. However, the results of the study also revealed that Chinese fathers involve themselves with their children differently than other ethnic groups. Chinese American fathers who were available to spend time with their children may have spent that time reiterating the hierarchical relationships within the home and disciplining children; thus, these involved fathers had children who displayed fewer positive friendship qualities. Much is still unknown about Chinese American fathers, and further research should be done on their influence on children’s developmental outcomes.