“Being “Wenzhounese” in Europe: intergenerational experiences and perceptions of education

Thesis

Education is highly valued among Chinese immigrant families, with Chinese immigrant students often recognised for their strong academic achievements and labelled as ‘model minorities’. This success is frequently attributed to cultural factors associated with Confucianism, particularly 'tiger parenting' strategies that emphasise high expectations for academic excellence. However, according to Bourdieu (1985; 1986)’s capital theory and Lareau (2011) ’s concerted cultivation, class dynamics may also influence the divergent educational experiences and perceptions of these families.

Most research on Asian and Chinese immigrant education has focused on North America, leaving European contexts, especially the European Wenzhou community, relatively underexplored. Therefore, this study employs a qualitative intergenerational approach to investigate the educational philosophies, experiences, and practices of Wenzhou European immigrant families. Interviews and photo storytelling were conducted with nine families across five countries: Italy, France, Spain, Portugal, and Hungary.

The findings show that these Wenzhou European immigrant families adopt a relaxed educational approach, shaped by factors such as a lack of mainstream cultural and social capital, the availability of alternative success paths through family entrepreneurship, busyness, faith, and the educational culture of the host countries. Second, educational experiences and practices in both formal and informal education are detailed. Regarding formal education, while strategy of sending children to international schools or studying abroad is commonly used, educational decisions also reflect student preferences. In terms of informal education, practices include a focus on language learning, extracurricular activities, and private tutoring are identified. Finally, the study identifies educational opportunities, such as a holistic developmental focus, more future opportunities in choices, and the ability to serve as cultural bridges, alongside challenges including cultural differences, racial discriminations, and limited parental involvement. This qualitative study enhances and adds depth to the existing literature by investigating the distinct characteristics and specific educational experiences, perceptions, and practices of Wenzhou immigrants in Europe.

Authors: Sha, J

• DOI: 10.5287/ora-zrmyb25pk
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: tiger parenting; international migration; CIE; concerted cultivation; story-telling; CIE2024; interviews; Bourdieu’s Capital Theory; Confucianism; semi-structured interviews; Wenzhou European immigrants; intergenerational qualitative study
• Subjects: Emigration and immigration; Qualitative research; Education; Confucianism; Storytelling; Generations; Interviews