Gender Preference among Chinese Parents Questions Paper Studying in Education, Culture and Childhood, this is my BA final year dissertation. Need to write

Gender Preference among Chinese Parents Questions Paper Studying in Education, Culture and Childhood, this is my BA final year dissertation.

Need to write 1. “Strengths and Limitations of Research” and 2. “Recommendations for Future Research” for around 500 words in British English. Please follow the Harvard Referencing.

Dissertation Topic: Gender Preference among Chinese Parents

My dissertation title: An Exploration of the Continued Practice of Gender Preference among Chinese Parents

The aim of this dissertation is to explore possible reasons for and consequences of continued gender preference among Chinese biological parents

Research Questons:

1. What are biological parents’ perspectives on gender preference?

2. In what ways has a sexual preference among biological parents in China changed within recent years?

3. How does the sexual preference for having a son among biological parents influence a daughter’s right to an education?

Structure of this Chapter

Chapter 5: Conclusion (You only need to finish 5.2 and 5.3, and I will do the rest of it)

5.1 Introduction

5.2 Strengths and Limitation of Research

5.3 Recommendations for Future Research

5.4 Summary

Assessment Criteria:

The dissertation will be assessed according to the following criteria:

– knowledge of relevant literature, issues and debates is demonstrated

– a relevant methodology is adopted and suitably employed

– an argument is coherently presented and supported by evidence

– the dissertation offers sustained critical analysis of relevant themes, issues, concepts

– the style and presentation is clear and careful, and appropriate academic conventions processes, institutions; have been observed.

I have upload the past dissertation papers for you to understand how to structure and write in this two sections in Chapter 5. I will upload my research paper later for you to help you understand what I’m doing in my research.

Please finish it in time!! Thanks in advance!!!!!! Contents
Chapter 1: Introduction ……………………………………………………………………………………… 7
1.1 Introduction …………………………………………………………………………………………………………… 7
1.2 Background and Context ……………………………………………………………………………………… 7
1.3 Research Questions ………………………………………………………………………………………………. 8
1.4 Rationale for Research …………………………………………………………………………………………. 8
1.5 Significance and Relevance of Research……………………………………………………………. 8
1.6 Structure …………………………………………………………………………………………………………………. 9
Chapter 2: Literature Review …………………………………………………………………………… 10
2.1 Introduction …………………………………………………………………………………………………………. 10
2.2 Understanding Friendships ………………………………………………………………………………. 10
2.3 Morality in Children’s Literature ……………………………………………………………………… 12
2.4 Understanding Bereavement ……………………………………………………………………………. 14
2.5 The Popularity of Potter among ‘Generation Y’ …………………………………………….. 16
2.6 Summary ………………………………………………………………………………………………………………. 18
Chapter 3: Methodology & Methods ……………………………………………………………….. 20
3.1 Introduction …………………………………………………………………………………………………………. 20
3.2 Theoretical Approach to Research …………………………………………………………………… 20
3.3 Positionality …………………………………………………………………………………………………………. 21
3.4 Data Collection Methods, Participants and Sampling …………………………………… 22
3.4.1 Participants and Sampling ………………………………………………………………………….. 22
3.4.2 Data Collection Procedures ………………………………………………………………………… 23
3.4.3 Semi-Structured Interviews ……………………………………………………………………….. 24
3.4.4 Focus Group Discussion………………………………………………………………………………. 25
3.4.5 Approach to Data Analysis …………………………………………………………………………. 26
3.5 Ethical Considerations ……………………………………………………………………………………….. 27
3.6 Reflections on Methodology and Methods ……………………………………………………… 28
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Chapter 4: Findings, Analysis, and Discussion ………………………………………………. 29
4.1 Introduction …………………………………………………………………………………………………………. 29
4.2 Morality in the Harry Potter Books ………………………………………………………………….. 29
4.3 Friendship …………………………………………………………………………………………………………….. 35
4.4 Death: Love and Loss in the Wizarding World ………………………………………………. 37
4.5 Summary ………………………………………………………………………………………………………………. 39
Chapter 5: Conclusion ……………………………………………………………………………………….. 41
5.1 Introduction …………………………………………………………………………………………………………. 41
5.2 Key Findings and Response to Research Questions ……………………………………… 41
5.2.1 What are the significant themes arising for the readers of the Harry
Potter books? ………………………………………………………………………………………………………….. 41
5.2.2 In what ways do these themes influence its reader’s views on the
world? ………………………………………………………………………………………………………………………. 42
5.2.3 Despite the Harry Potter books being regarded as children’s literature,
why do adults continue to read them? ………………………………………………………………. 42
5.3 Strengths and Limitations of Study ………………………………………………………………….. 43
5.4 Suggestions for Future Research ……………………………………………………………………… 43
5.5 Conclusion…………………………………………………………………………………………………………….. 43
References ………………………………………………………………………………………………………….. 45
Appendices …………………………………………………………………………………………………………. 56
Appendix 1: Ethics Approval Letter ……………………………………………………………………….. 56
Appendix 2: Information Sheet ……………………………………………………………………………….. 57
Appendix 3: Consent Form ………………………………………………………………………………………. 58
Appendix 4: Interview Questions ……………………………………………………………………………. 59
Appendix 5: Interview Transcript ………………………………………………………………………….. 60
Appendix 6: Focus Group Prompts …………………………………………………………………………. 64
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Chapter 1: Introduction
1.1 Introduction
This research aims to explore the influence Harry Potter books have had on the
worldviews and moral development of its readers from ‘generation y’ (anyone
born between 1980 and 2003). This research will uncover the significant themes
which arise for its readers, how these themes have influenced readers, and why
adults re-read these stories. Harry’s story is told by J. K. Rowling in each of the
seven books: Harry Potter and the Philosopher’s Stone (1997); Harry Potter and
the Chamber of Secrets (1998); Harry Potter and the Prisoner of Azkaban
(1999); Harry Potter and the Goblet of Fire (2000); Harry Potter and the Order of
the Phoenix (2003); Harry Potter and the Half-Blood Prince (2005); and Harry
Potter and the Deathly Hallows (2007). This chapter provides my research
background and context, highlighting its aims and questions, explaining the
rationale for this study, and establishing its relevance.
1.2 Background and Context
In Britain, children’s literature has a large influence on its readership, especially
when it becomes a phenomenon. Popular culture reflects societal values, with
these being expressed through fictional heroes, icons, rituals, and beliefs (Taylor,
2010). One ‘hero’ of children’s literature that follows these societal ideals is
Harry Potter; rising in popularity following the publication of Harry Potter and
the Philosopher’s Stone (Rowling, 1997). Like previous generations who grew up
reading Aesop’s Fables and Enid Blyton, Rowling’s readership, ‘generation y’,
grew up alongside the release of these books, so it is not absurd to propose that
this generation drew influence from the stories (Browne, 2009; Westman, 2007).
Throughout the Potter books, several topics are covered which correspond with
reality – the moral dichotomy of ‘good versus evil’, learning lessons from
hindsight, and friendship to name a few. Such topics are still discussed today
through online forums like Pottermore, suggesting that the themes found within
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the stories are still relevant to modern day culture, which will be explored later
in this research (J. K. Rowling’s Wizarding World, 2017).
1.3 Research Questions
1. What are the significant themes arising for readers of the Harry Potter books?
2. In what ways do these themes influence its reader’s views on the world?
3. Despite the Harry Potter books being regarded as children’s literature, why do
adults continue to read them?
1.4 Rationale for Research
Being part of ‘generation y’, I grew up reading the Harry Potter books and found
myself relating my life to the characters in the stories. For example, I identified
with the lead female character, Hermione Granger, and found solace in the
stories. Looking at previous research, I found significant focus on morality within
the Potter books is an important learning tool for children. However, there is
limited explanation for these books’ popularity with adults. Therefore, my
research seeks to examine what adult readers learn from the stories in the Harry
Potter books, how the books’ content influences their outlook on life, and why
they continue to read them. Discussing the stories with friends, both as children
and as adults, I realised that everyone takes something different away from
reading these books. I, therefore, decided to conduct semi-structured interviews
and a focus group discussion with a group of young adults in order to make sense
of their experiences of engaging with these stories.
1.5 Significance and Relevance of Research
This study is significant and relevant to understanding the phenomenon of the
Harry Potter books, and the influence fictional literature can have on its readers
when they were children and as adults. Whilst these books cover copious reallife issues such as racism, social class, ideologies and religion, I chose to focus on
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reader’s views and the influence of the books, as to fully investigate the previous
would require more time than this study allowed. Data collected in this research
provides contemporary views, as the participants are part of the ‘generation y’
readership who began reading the Potter books as children, re-read them in their
adolescence, and who continue reading the stories as adults. Results of this study
could be applied towards understanding how younger generations may benefit
from reading fiction as they age. With both researcher and participants being
from ‘generation y’, this research contributes to providing first-hand experiences
of this, a limited aspect of existing research.
1.6 Structure
Chapter one introduces this research, presenting the reader with what is to
follow. In chapter two, I present a literature review, exploring themes which
emerged from the books, such as friendship, morality, bereavement, and the
popularity of Potter. Chapter three identifies and justifies my research
methodology and methods, followed by my findings, analysis, and discussion in
chapter four. Chapter five answers my research questions and presents my
conclusions from this study.
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Chapter 2: Literature Review
2.1 Introduction
Rowling’s Harry Potter books maintain recognition for their contribution
towards developing children’s interest in literature, with her stories exposing
many children to wider opportunities for exploring worldviews and moral
compass (Higgins, 2016; Nicholson, 2017). Although these books are written for
children, readers of all ages are prompted to draw on their imaginations,
enabling them to exercise reflexivity and value towards the characters
promoting self-integrity and generosity (Westman, 2007). However, critics
suggest Rowling’s work covers dark topics that are too frightening for her most
avid readers: pre-adolescent children, questioning its place within children’s
literature (Knapp, 2003). In children’s fiction, regardless of an author’s intention,
it is inevitable that the protagonist’s moral code will be tested, prompting a
lesson for the reader (ibid.). This has also been suggested of Potter, as these
books have been acclaimed for having significant literary weight, provoking
thought towards the ethical and social development of children (ibid.). To
achieve my research aims, I sought to uncover the main themes presented in the
Harry Potter books, establish how these have influenced readers, and why
readers from ‘generation y’ continue to read these books in adulthood. This
chapter critically evaluates existing studies surrounding understanding
friendship; morality in children’s literature; understanding bereavement; and
the popularity of Potter in ‘generation y’, therein clarifying the focus of my
research (Abrams, 2012).
2.2 Understanding Friendships
Children’s books often depict a group of peers working together, but friendship
itself is never explicitly explained, with children’s understanding of it assumed
(Burk, 1996). O’Connor (1998) suggests friendship “is a voluntary relationship
between peers” (p. 118). Hogg and Turner (1985) state a viable reason for the
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assumed understanding of friendship to be that a fundamental factor of a
human’s social life is a social group: a group of friends. Burk (1996) illuminates
how a social group may form, noting that friendship may develop between
individuals as a result of being around someone and learning from them, but that
this does not guarantee friendliness between individuals. Rowling reflects these
observations of friendship in her first book, where Harry refuses the offer of
friendship from the character Draco Malfoy (who later becomes his school
nemesis) (Rowling, 1997). Instead, Harry voluntarily chooses to remain friends
with Ron Weasley (ibid.). Here, Rowling asserts the voluntary aspect of choosing
your friends through Harry’s decision, whilst affirming Burk’s warning that being
in an individual’s company does not necessarily equate to friendship (O’Connor,
1998; Burk, 1996). Hallian’s (1978) research shows that friendship formation
occurs through similarities and status between individuals, suggesting these as
the foremost determinants for choosing companions. Hallian also notes that
friends may be selected depending on what an individual can offer the other
(ibid.). This is similar to Aristotle’s view of friendship formation, as highlighted
by Baggett and Klein (2004), that friends are gained through an offer and
acceptance method. Should the offer of childhood friendship be rejected,
Pedersen, et al., (2007) suggests this may lead to individuals developing
loneliness and behavioural problems.
Once established, Howard, et al., (2006) suggest friendship creates an
environment for individuals to practice interpersonal skills by expressing
emotions, exchanging thoughts, and learning to cooperate and share. RiegleCrumb, et al., (2006) suggest that this promotes positivity for individuals. As
such, developing these skills in childhood friendships, Howard, et al., (2006)
denote friendship offers children opportunity for emotional and cognitive
development. Albert and Brigante (1962) believe friendship groups allow
individuals to verify and objectify thoughts, developing one’s cognition.
According to Thompson (1991), there is greater room for this development in
childhood friendship groups than those in adulthood. Hartup (1992) depicts the
functions of friendship at any age to enable knowledge acquisition, making
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friendship egalitarian. Echoed by Bukowski, et al., (1996), they explain that
friendship follows Piaget’s thoughts that children cannot force their peers to
follow them. Instead, children must learn to cooperate with one another (ibid.).
This is constantly highlighted throughout the Potter books, with Rowling often
using characters to remind her protagonist, Harry, that he must work with his
friends (Whited, 2002; Blake, 2002).
The theme of friendship focuses on the intentions behind friendship formation
and the functions of friendship itself. Rowling mostly focuses on the friendships
between the principle characters of her stories: Harry, Ron, and Hermione.
Rowling explores both caring and uncaring friendships, highlighting the
intentions behind relationships, therefore adding depth to her characters.
Although friendship is explored throughout the Potter stories, there is limited
literature on the dynamics of a friendship group consisting of different genders.
This theme is present in all seven Potter books, but due to the limited literature
surrounding the theme’s presence in Potter, it seems to be an underlying theme
rather than a prominent one.
2.3 Morality in Children’s Literature
Both academic and non-academic sources suggest that children’s fiction can
enhance the development of individual morality and worldviews, therefore
possessing the materials needed for a readership to learn (Dumlija, 2015).
Morality is defined as “having a final authority over our lives” (Bloomfield, 2008,
p. 3), in that we must determine what is right for us (ibid.). Worldviews are
similar, as they are “a personal and historical point of view” (Vidal, 2008, p. 1).
Moral education is the development of these outlooks, through the recognition of
moral dilemmas and actions (Dana & Lynch-Brown, 1991).
Exposing a narrative through a protagonist, allows readers to explore moral
dilemmas through the protagonist’s experiences. This allows learning to occur
through a second-hand experience, as when immersed in a story, readers will
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engage with the protagonists’ experiences as if they were their own (Westman,
2007; Kevser & Buzzel, 2004). Vezzali, et al., (2015) highlight how this fits
Bandura’s (2002, as cited in Vezzali, et al., 2015) paradigms, as individuals learn
best through experience. Similarly, Kevser and Buzzel (2004) discuss how
reading allows readers to expose themselves to an array of moral conflicts,
developing an understanding of other moral perspectives. However, this is only
effective when readers can identify with the characters of the story (ibid.). Biskin
and Hoskisson (1974) along with Gonzalez (2017) acknowledge this influences
the extent of development for the readers’ moral awareness, as books can
construct personal connections in addition to enhancing knowledge. This is not
something Vezzali, et al., (2015) consider.
According to Westman (2007), moral development stems from one’s awareness
of self and identity. Westman focuses on narrative moral dilemmas within British
literature; they are presented subtly so that protagonists are aware of their past
and present self, therefore authors can develop moral agency for these
characters’ (ibid.). Examples of British literature that conform to this are Jane
Austen and Harry Potter (ibid.). However, Kevser and Buzzel (2004) suggest that
lessons of understanding right and wrong behaviours do not fall to children’s
book authors, but instead, readers should infer these lessons themselves.
Mendlesohn (2001) feels Rowling has adhered to this, denoting she
unintentionally engages with moral ideology, but lessons of morality are
inescapable within the Potter stories. Vaughn (2011) concurs with this, inferring
that Rowling was passionate about her work’s content, drawing parallels with
another school story author, Thomas Hughes. Hughes (1982, as cited in Vaughn,
2011) states that writing and the content of a book should stem from the
author’s own beliefs and morals. This is a trait which Vaughn suggests is
presented i…
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