Hu, Yang;
Scott, Jacqueline;
(2016)
Family and Gender Values in China: Generational, Geographic, and Gender Differences.
Journal of Family Issues
, 37
(9)
pp. 1267-1293.
10.1177/0192513X14528710.
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Abstract
Previous research has reported on structural changes in Chinese families. However, questions remain as to whether/how social change has influenced family and gender values and how this differs across generations, regions, and gender in China. Drawing on 2006 data from the China General Social Survey, we find that values pertaining to filial piety are traditional, whereas patrilineal and gender values are less traditional. Historic events/policies provide the context for how social change can shape differential generational, geographic, and gender perspectives. Our hypothesis that generation, region, and gender associations will differ across the various ideational domains is confirmed. We find significant interaction effects in how generation and geography differ by gender in patrilineal, filial piety, and gender values; and higher education erodes patrilineal and traditional gender values but enhances filial piety. Such findings indicate that family values should be understood in the specific sociocultural contexts governing Chinese families across time and place.
Type: | Article |
---|---|
Title: | Family and Gender Values in China: Generational, Geographic, and Gender Differences |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.1177/0192513X14528710 |
Publisher version: | https://doi.org/10.1177/0192513x14528710 |
Language: | English |
Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
Keywords: | China, family, gender, values, variations |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
URI: | https://discovery.ucl.ac.uk/id/eprint/10212041 |
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