Linking Immigrant Parents’ Educational Expectations and Aspirations to Their Children's School Performance

Areepattamannil, Shaljan; Lee, Daphnee Hui Lin

doi:10.1080/00221325.2013.799061

Cited by 37 publications

(19 citation statements)

References 20 publications

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“…Of the participants who reported disapproval from family or friends, almost all identified as either visible minorities or first or second-generation immigrants, or both. These participants' experiences support other Canadian education research, showing that recent immigrants tend to have higher expectations for their lives and of their children (Kaushik & Drolet, 2018;Areepattamannil & Lee, 2014), and that certain ethno-racial groups, particularly Asian groups, have higher academic achievements than peers from other groups (Robson, Brown, & Anisef, 2016), which some researchers have linked to high parental expectations (Yau, O'Reilley, Roselen, & Archer, 2011;Yau, Roselen, & Archer, 2015). It is perhaps not surprising, then, that some participants were met with resistance when they decided to leave university and pursue college instead.…”

Section: Transfer Reflectionssupporting

confidence: 80%

Exploring university-to-college transfer in Ontario: A qualitative study of non-linear post-secondary mobility

Maier

Robson

2020

CJHE

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In this study, we explored the experiences of Ontario students who have engaged in a ‘reverse transfer’, i.e. moving from university-to-college (UTC). Data was collected through qualitative interviews with 20 participants who began their post-secondary journey in a university program, but left that program before completing it, and subsequently pursued a college program. We focused on the factors that led to the decision to reverse transfer, participants’ experiences and perceptions of the reverse transfer process, and what, if any, barriers they experienced. We found that motivations for leaving university were distinct from, though sometimes related to, motivations for pursuing college. Reasons for leaving university were clustered around three themes: academic struggles, mental/physical health/special education need struggles, and future prospects. These were highly interconnected and characterized by difficulties, ranging from mild to severe, coping with university. Motivations for pursuing college were more practical and straightforward, relating to subject interest, college learning environment, location, and future prospects. While most participants reflected very positively on their decision to transfer, there were some negative or ambivalent reflections about having left university before completing their degrees. These were largely related to a sense of personal failure and/or the negative reactions of others, particularly parents. Personal and external (usually parental) negative reflections were tied to cultural and societal expectations about high achievement and perceptions of university education as superior to college education. We conclude with policy recommendations.

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Section: Transfer Reflectionssupporting

confidence: 80%

Exploring university-to-college transfer in Ontario: A qualitative study of non-linear post-secondary mobility

Maier

Robson

2020

CJHE

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“…1,2 Stress levels and parental factors (parental education levels, aspirations for their children's school performance, and family income) are also related to the school performance of their children. 3,4 Dietary habits are also associated with school performance. For example, fast foods affect academic performance.…”

Section: Introductionmentioning

confidence: 99%

Dietary Habits Are Associated With School Performance in Adolescents

et al. 2016

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Several studies suggest that dietary habits are associated with poor academic performance. However, few studies have evaluated these relations after adjusting for numerous confounding factors. This study evaluated the frequency of various diet items (fruit, soft drinks, fast foods, instant noodles, confections, vegetables, and milk) and the regularity of meal times (breakfast, lunch, and dinner) all at once.A total of 359,264 participants aged from 12 to 18 years old were pooled from the Korea Youth Risk Behavior Web-based Survey (KYRBWS) for the 2009 to 2013 period. Dietary habits over the last 7 days were surveyed, including the regularity of consuming breakfast, lunch and dinner and the frequency of eating fruits, soft drinks, fast foods, instant noodles, confections, vegetables, and milk. Physical activity, obesity, region of residence, subjective assessment of health, stress level, economic level, and parental education level were collected from all of the study participants. School performance was classified into 5 levels. The adjusted odds ratios (AORs) of dietary habits for school performance were analyzed using multinomial logistic regression analyses with complex sampling. Structural equation modeling was used to analyze the effects of diet factors on school performance while considering the effects of other variables on both diet factors and school performance.Frequent intakes of breakfast (AOR = 2.34, 95% confidence interval [CI] = 2.20–2.48), fruits (AOR = 1.73, 95% CI = 1.62–1.86), vegetables (AOR = 1.48, 95% CI = 1.37–1.61), and milk (AOR = 1.35, 95% CI = 1.28–1.43) were related to high levels of school performance (each with P < 0.001). In contrast, soft drinks (AOR = 0.42, 95% CI = 0.38–0.46), instant noodles (AOR = 0.62, 95% CI = 0.55–0.70), fast food (AOR = 0.83, 95% CI = 0.72–0.96), and confectionary (AOR = 0.86, 95% CI = 0.80–0.93) were negatively associated with school performance (each with P < 0.001).This study confirms previous studies of school performance and dietary habits that find a positive association with eating breakfast and consuming fruits and milk and a negative relation with soft drinks, instant noodles, fast foods, and confections.

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“…For instance, immigrant girls who report higher motivation and engagement in school and lower psychological distress such as depressive disorders, anxiety disorders, or conduct disorders present better educational outcomes compared to boys or to their less engaged immigrant peers (Hao & Bonstead-Bruns, 1998;Porche, Fortuna, Lin, & Alegria, 2011;Su arez-Orozco, Gayt an, H. J., O'Connor, & Rhodes, 2010). Previous work also highlighted that positive relationships with teachers and peers, and parents who communicate high educational expectations and aspirations, monitor their children activities, and help them in academic work have also been found to support immigrant students' engagement in learning (Areepattamannil & Lee, 2014;Su arez-Orozco, Pimentel, & Martin, 2009).…”

Section: Predictors Of School Dropout Among Non-immigrant and Immigramentioning

confidence: 99%

Individual, social, and family factors associated with high school dropout among low‐SES youth: Differential effects as a function of immigrant status

Archambault

Janosz

Dupéré

et al. 2017

Brit J of Edu Psychol

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Linking Immigrant Parents’ Educational Expectations and Aspirations to Their Children's School Performance

Cited by 37 publications

References 20 publications

Exploring university-to-college transfer in Ontario: A qualitative study of non-linear post-secondary mobility

Exploring university-to-college transfer in Ontario: A qualitative study of non-linear post-secondary mobility

Dietary Habits Are Associated With School Performance in Adolescents

Individual, social, and family factors associated with high school dropout among low‐SES youth: Differential effects as a function of immigrant status

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