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Organizations and institutions invest heavily in judging performance, championing individuals who have overcome adversity and achieved through hard work. Yet the current three studies sampling Hong Kong Chinese participants (N = 570; 313 women, Mage = 20.31 years) suggest that even in a society where hard work is a valued norm, people exhibit a preference for talented naturals over hardworking strivers. In Study 1, we tested participants' explicit beliefs regarding strivers and naturals, and found that they favored strivers over naturals (ds ≥ 0.31). In Study 2, participants read a vignette of a protagonist who attained networking skills either through natural talent (in the natural condition) or hard work (in the striver condition), and then evaluated the protagonist. Participants in the natural condition rated the protagonist's competence more highly than those in the striver condition (d = 0.34), although no between-condition difference was observed in ratings of the protagonist's warmth. In Study 3, participants were again assigned to either the natural or the striver condition. In addition to rating the protagonist's competence and warmth, participants also indicated the likelihood of their endorsing advice on networking from the protagonist. Participants in the natural condition perceived the protagonist as more competent (d = 0.36) and preferred to endorse professional advice from the protagonist (d = 0.33) than those in the striver condition. Our research indicates that the naturalness preference is robust, primarily impacts competence-related judgments, and consequently shapes trust decision-making. [ABSTRACT FROM AUTHOR]

This multiple case study investigates the involvement of foreign domestic helpers (FDHs) in Hong Kong early childcare. Three middle-class families were chosen; one parent, one FDH, one teacher, and one preschool child within each family were interviewed. A grounded theory analysis approach was adopted to examine the interviews. Analyses revealed the following four themes: (1) reasons for FDHs' involvement in childcare; (2) discrepancies in childcare beliefs and practices; (3) interactions among children, parents, FDHs, and teachers; and (4) the influence of FDH-involved childcare on child development. Parents were driven more by the financial benefits of FDH-provided childcare rather than by pedagogical considerations; however, they also expected the FDHs to discipline children according to their educational goals. Because FDHs could only offer basic childcare, they frequently came into conflict with the parents. FDHs also faced multiple challenges with the school teachers, with the children, and even from the local cultural context. These conflicts and challenges FDHs experienced had a substantial impact on the childcare provided, and subsequently on the children's language and socioemotional development. A theoretical framework was established to conceptualize FDH-involved non-parental childcare. The implications for childcare-related policies in Hong Kong and other societies were discussed. [ABSTRACT FROM AUTHOR]

Research Findings: This study evaluated the impact of Chinese literacy interventions on Chinese language learning of South Asian children and their mothers in Hong Kong. A total of 44 children and eight of their mothers participated in Chinese literacy interventions that consisted of two approaches – Copying and Morphological Awareness Training (CMAT) and Integrative Perceptual Approach (IPA). Children in the intervention group who underwent four weeks of CMAT followed by four weeks of IPA were compared to a control group of 29 children who only attended regular Chinese classes in their preschools. After controlling for non-verbal intelligence, ANCOVA analyses revealed that the intervention group did significantly better than the control group at posttest in (i) morphological awareness, word reading and writing when taught using CMAT; and (ii) word reading when taught using IPA. Mothers made gains on most Chinese literacy measures and children whose mothers participated in the intervention had higher gains in mean scores relative to their pretest scores on most measures than those whose mothers did not, suggesting the effectiveness of combined child and parent interventions. Practice or Policy: Findings support the development of evidence-based interventions to cater to the language learning needs of SA children and parents. [ABSTRACT FROM AUTHOR]

The impact of social group information on the learning and socializing preferences of Hong Kong Chinese children were examined. Specifically, the degree to which variability in racial out-group exposure affects children's use of race to make decisions about unfamiliar individuals (Chinese, White, Southeast Asian) was investigated. Participants (N = 212; Mage  = 60.51 months) chose functions for novel objects after informants demonstrated their use; indicated with which peer group member to socialize; and were measured on racial group recognition, preference, and identification. Overall, children preferred in-group members, though out-group exposure and the relative social status of out-groups mattered as well. At a young age, children's specific experiences with different races influence how they learn and befriend others across racial group lines. [ABSTRACT FROM AUTHOR]

The way in which children consider information may depend on the groups to which they belong and the social status those groups occupy. In three studies, we examined how children infer their peers' wealth status based on the possessions present and ethnic group membership. We recruited 242 Hong Kong children (M age = 5;11, SD age = 1;0) from the ethnic Chinese majority (Study 1: 115 children) and two ethnic minorities (Study 2a: 84 South Asian/Southeast Asian children; Study 2b: 43 White/Biracial children). Overall, participants were able to distinguish between low- and high-wealth items, and make correct wealth-based inferences. Compared to both groups of ethnic minority children, ethnic majority children tend to judge their ingroup peers as wealthier even when they possessed fewer resources than outgroup peers. Thus, children inferred peer wealth status based on the resources present, but such inference was impacted by their own ethnic group membership and socioeconomic status. • Children can discern wealth-indicating resources and infer their rightful owners. • Hong Kong children consider ethnic group membership and social status when make wealth-related inferences. • Ethnic majority, not minority, children made more errors if outgroup peers were wealthier than ingroup peers. [ABSTRACT FROM AUTHOR]