Article summary for Literature Review(5)

Chou, F., Buchanan, M.J., Mcdonald, M., Westwood, M. and Huang, C. 2023. Narrative themes of Chinese Canadian intergenerational trauma: offspring perspectives of trauma transmission. Counselling psychology quarterly. 36(2), pp.321–349.

The article "Narrative themes of Chinese Canadian intergenerational trauma: offspring perspectives of trauma transmission" by Fred Chou explores the complex intergenerational trauma (IGT) within the Chinese Canadian community from the perspective of the offspring. This study is part of a series of two papers, with this one focusing on how the traumas experienced by parents have shaped the lives and identities of their children.

Research Objective and Questions: The study aims to understand the narrative themes of IGT from the perspectives of the offspring of Chinese Canadian immigrants. It seeks to uncover how the traumas of the parents, influenced by historical events in China, have impacted the subsequent generation.

Theoretical Framework and Methodology: The research employs the Collaborative Narrative Method to construct narratives from the offspring, which are analyzed using reflexive thematic analysis. This approach allows for a nuanced understanding of the intergenerational impact of trauma through personal stories.

Findings:

Silence and Disconnection: Offspring describe a pervasive silence about trauma within their families, leading to feelings of disconnection from their parents' experiences. This silence, embedded within cultural practices like filial piety and the preservation of face, often obscures the underlying traumas of previous generations. This cultural backdrop complicates communication, often leaving offspring with a fragmented understanding of their parents' pasts and contributing to a cultural and emotional disconnect within families.

Saving Face and Conflicting Values: The struggle to balance traditional values with personal beliefs in the offspring of Chinese Canadian families is deeply intertwined with the cultural concept of "saving face." This cultural imperative emphasizes maintaining family dignity and reputation, which often leads to a silencing of personal struggles or trauma within the family dynamic. Offspring may feel a strong obligation to uphold family honor by adhering to cultural expectations, even when these clash with their own personal experiences or values.

Discipline and Internalisation of Insecurities: Strict parenting practices, influenced by past traumas, lead to the internalisation of fear and insecurities among the children. Specifically, disciplinary actions by parents, perceived as protective yet stemming from their own insecurities and past traumas, often lead to feelings of control and disconnection among the offspring. These actions, including strict or harsh parenting practices, are informed by the parents' experiences of instability and fear, and are intended to prepare children for future stability and success. However, they may also inadvertently replicate the trauma, contributing to strained relationships and affecting the children's mental health and sense of security.

Educational Expectations: Education is highly valued as a means of achieving stability and success, deeply rooted in the cultural narrative of the Chinese Canadian community. Offspring often face high expectations to excel academically, which can lead to significant psychological stress and impact their self-worth and identity. This emphasis on education is seen as a continuation of cultural values and a response to past traumas, where academic success is equated with personal value and familial honour.

Navigating Cultural Identity through Education: The intense focus on educational achievement is not only a response to cultural expectations but also a key element in how offspring navigate their cultural identities within the broader Canadian society. Success in education is often perceived as integral to being Chinese Canadian, aligning with narratives of overcoming adversity and securing a prosperous future. The pressure to conform to this educational imperative can be overwhelming, tying the individual’s worth to their academic and subsequent professional success, often at the cost of personal well-being.

How This Article Supports My Research:

This article provid a deep dive into the nuanced ways in which trauma and cultural expectations shape mother-daughter relationships within the Chinese Canadian community. The findings from this study could be instrumental in understanding the dynamics of trauma transmission in mother-daughter relationships under the influence of Chinese patriarchy. The themes of silence, conflicting values, and the emphasis on education as seen in the offspring's narratives can enrich my exploration of these dynamics, providing a grounded, empirical basis to explore the psychological and cultural intricacies of these relationships.