Evolving Korean Parenting Foundations Revealed through Children’s Perspectives of East Asian Parenting Beliefs, Styles and Practices
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Research on parenting styles and children’s developmental outcomes have been prominent in the parenting and achievement literature for decades and research shows that parenting style is not consistent across families from diverse backgrounds (Baumrind, 1971; Chao, 1994; Grusec, Goodnow, & Kuzcynski, 2000). Building on this research, this study examines Korean parenting and its influence on Korean-American achievement by examining the common factors across East Asian parenting ideologies, styles, and practices through the East Asian Parenting Model (EAPM) (Chao, 1994; Choi, Kim, Pekelnicky, & Kim, 2013; Darling & Steinberg, 1993). Perceptions about child development and learning and the changing and evolving mother-child relationship are patterns particularly explored in this study. Overall, this study purports important findings regarding evolving Korean parenting foundations affecting Korean-American achievement which add to the field of Asian-American achievement literature. These findings may help inform educators working within school settings about ways in which Korean parenting foundations influence the education of these children.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it