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Parents from different social classes in Eastern and Western countries have distinct approaches to musical parenting. This study focused on the musical parenting practices among Chinese parents concerning their children’s piano education, aiming to elucidate how social class affects these practices. Fieldwork and semi-structured interviews were conducted with four Chinese parents at a music school, within-case analysis identified four musical parenting practices: (1) limited supportive learning; (2) playing to win; (3) strategy for an elegant girl; and (4) preparation for becoming a pianist. Through cross-case analysis, four distinct musical parenting patterns emerged based on the practices of Chinese parents of varying social classes. These findings provide potential explanations for four distinct musical parenting patterns across various social classes, highlighting how working-class Chinese parents construct the myth of upward social mobility through their musical parenting.
Chao et al. (Fri,) studied this question.