Abstract

This qualitative study examines how parental habitus in Taiwan and the United States shapes their views on the role of art in child development. Drawing on the social ecological systems framework and habitus theories, it explores parental influences on art education practices. Using a dual-case, cross-cultural approach, the study analyzes interviews, observations, and artifacts from 26 parent-participants with children aged four to seven in art programs. Findings reveal cultural, social, and educational factors influencing parental decisions. Despite cultural differences, both groups prioritize active involvement in their children’s artistic development, emphasizing art’s intrinsic value for fostering creativity, well-being, and character. The study highlights the importance of parent education and advocates for integrating parental perspectives into art education policies. This research enhances understanding of parental influences in children’s art education, emphasizing the need for collaborative efforts to promote art as integral to holistic child development.

Keywords: Parental support, Parental involvement, Habitus, Cross-cultural study, Early childhood art education, Parent education

How to Cite:

Yang, M., (2024) “Parental Influence on Child Art Learning: Examining Habitus and Social Trajectories in Taiwanese and U.S. Cultural Contexts”, Journal of Cultural Research in Art Education 41(1), 82-100. doi: https://doi.org/10.2458/jcrae.5978