A comparative study of educational values reflected in children's TV commercials between the U.S. and China

The disparities in students' academic achievement and differences in various aspects of educational systems and practices across countries have been found in international comparison studies during the past few decades and have drawn increasingly attention. In order to further understand both the observable differences in various aspects of education, and how these differences might be contributing to the achievement gap between the U.S. and China, this study examined the differences of the larger societal contexts where schools and educational practices are deeply embedded in by investigating the similarities and differences in educational values---cultural values associated with child rearing and education---between the U.S. and China.;Hofstede's cultural dimension is adopted as the main theoretical framework. Children's TV commercials were employed as a specific provider of educational values. Comparisons were drawn based on the analyses of the messaging embedded in children's TV commercials in each country.;It is found that the value of formal schooling and children's academic achievement receives much higher emphasis in China than in the U.S. For the general cultural values concerning children and education, the values of individualism, independence, uniqueness, enjoyment, modernity, adventure and magic are emphasized more in the U.S. than in China, whereas the values of group consensus, affiliation, family, patriotism, popularity, veneration of elderly, tradition, tamed, appearance, and social status are emphasized more in China than in the U.S. Children and young people receive high attention both in Chinese and American society.;The finding of this study has its implication by suggesting a more comprehensive perspective to understand and interpret the existent students' academic achievement gap across countries. In addition, the conclusion of this study provide important cautions that should concerned by education reformers and policy makers who advocate borrowing ideas and practices from countries of different cultures.