Race and Ethnic Inequality in Educational Attainment in the United States

Hirschman, Charles; Lee, Jennifer C.

doi:10.1017/cbo9781139140348.007

Cited by 14 publications

(16 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, education appears to be a bridge to connect people with standard norms and values (Coenders & Scheepers, 2003). Hirschman & Lee (2005) confirm that education has a role in improving the awareness of children towards society's norms, values and tolerance. It is a gateway for people to gain socioeconomic attainments and a predictor for a future job and high income.…”

Section: Introductionmentioning

confidence: 89%

“…Theories of race and ethnic stratification believe that inadequate socioeconomic conditions and discrimination lower academic attainments of ethnic minority children (Hirschman & Lee, 2005). The discrimination from peer pressure and popular culture influences children's academic attainments, causes negative impacts on their educational performance, and makes them consider education as less important (Rong & Brown, 2007).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Cultural Explanations for Academic Underachievement of Ethnic Minority Students at Secondary Level in Vietnam

Tran

2017

ASSRJ

View full text Add to dashboard Cite

Ethnic minorities in Vietnam face more disadvantages in accessing infrastructure, financial services, healthcare, and modern technology. In education, their children also have lower educational achievements as well as higher dropout and class repeating rates in comparison with their majority peers. This paper explores the reasons for educational underachievement of ethnic minority students at the secondary level in Lam Dong Province, Vietnam, through an investigation of factors related to the cultural aspects including cultural values, norms, beliefs, and practices towards education. It, furthermore, looks for the explanations of the gaps between the educational achievement of ethnic minority and majority children. The study was conducted in Lam Dong Province, Vietnam, through qualitative approaches with in-depth interviews, discussions observations and informal dialogues in 2010. Additional fieldwork was done in 2015 to provide a more comprehensive understanding and a fuller description of the issue. The findings show that ethnic minority students do not have sufficiently conducive conditions for high educational performance. They undergo the misconceptions and stereotyping from their majority peers for their physical and cultural differences. Furthermore, students do not have positive attitudes towards their learning and lack educational purposes. They hardly believe that education can be of any value or relevant to their future success. Ethnic minority students also lack sufficient encouragement from their parents and are encouraged to drop out of school to help their families in farming or to get married early. The findings confirm that cultural factors do have some impacts on the academic achievement of ethnic minority students.

show abstract

Section: Introductionmentioning

confidence: 89%

Section: Theoretical Frameworkmentioning

confidence: 99%

Cultural Explanations for Academic Underachievement of Ethnic Minority Students at Secondary Level in Vietnam

Tran

2017

ASSRJ

View full text Add to dashboard Cite

show abstract

“…Nevertheless, values on the importance of schooling may differ across ethnic groups, for instance, Southeast Asians value selfreliance and achievement and, generally, Asian youth give priority to good scholastic performance as they feel very responsible to their immigrant parents. Moreover, Asian Americans have optimistic cultural expectations about schooling benefits in terms of social mobility (Hirschman and Lee 2005;Kao and Thompson 2003), and youths react to discrimination by overperforming in school (Kao and Thompson 2003). Interestingly, Punjabi parents, on the one hand, keep their children away from their white peers fearing they will become too Americanized and, on the other, pressure them to conform to school rules and to ignore racism and prejudices (Hirschman and Lee 2005;Portes and Zhou 1993), whereas African Americans often tend to develop their ethnic identity in opposition to the dominant group and to preserve it from integration into the mainstream culture as their identity is rooted in the experience of discrimination.…”

Section: Ethnic Identity From a Psychological Perspectivementioning

confidence: 99%

“…Moreover, Asian Americans have optimistic cultural expectations about schooling benefits in terms of social mobility (Hirschman and Lee 2005;Kao and Thompson 2003), and youths react to discrimination by overperforming in school (Kao and Thompson 2003). Interestingly, Punjabi parents, on the one hand, keep their children away from their white peers fearing they will become too Americanized and, on the other, pressure them to conform to school rules and to ignore racism and prejudices (Hirschman and Lee 2005;Portes and Zhou 1993), whereas African Americans often tend to develop their ethnic identity in opposition to the dominant group and to preserve it from integration into the mainstream culture as their identity is rooted in the experience of discrimination. In this case, parents do not transmit values strengthening their children's achievement motivations, as they do not expect that in the dominant society, education will lead to socio-economic upward mobility (Fordham and Ogbu 1986).…”

Section: Ethnic Identity From a Psychological Perspectivementioning

confidence: 99%

“…This is the case of the integration of some Mexican students in the group of Chicanos, native-born Mexican Americans, and of some Haitian adolescents in the minority youths in American inner-city schools (Portes and Zhou 1993). Identifying with these groups has led to the assimilation of their values, which usually disregard education as a means to advance one's socio-economic status due to the prejudices and discrimination of the host society (Hirschman and Lee 2005). The fact that immigrant students, despite parental influence, may end up integrating into marginalized groups of their co-ethnic community may also depend on the school socio-economic status (SES).…”

Section: Ethnic Identity From a Psychological Perspectivementioning

confidence: 99%

See 1 more Smart Citation

Ethnic identity and scholastic effort: a multifaceted approach

Autiero¹

2017

IZA J Develop Migration

View full text Add to dashboard Cite

When one analyses the influence of social identity on scholastic effort, ethnic identity largely contributes to determine it. In this paper, ethnic identity is meant as the attachment to one's cultural heritage and the adaptation to host societies; this allows considering how conflicting demands and social pressure from parents, peers, ethnic community and host societies influence children's effort. Attention is also paid to the locus of control; thereby, the effects of the interaction between the social context-ethnic identity-and personal traits such as the locus of control are considered. The analysis is developed through a theoretical model whose results partly show that children's effort may be influenced positively by parents with strong attitudes towards adaptation and negatively by their peers in school who belong to marginalized groups vulnerable to discrimination and convinced that school does not improve one's socio-economic status. Nevertheless, the drawbacks of the social context can be counterbalanced by a strong locus of control.JEL Classification: I20, I29, Z10

show abstract

English Language Learners' Access to and Attainment in Postsecondary Education

2012

View full text Add to dashboard Cite

Although English language learners (ELLs) are currently the fastestgrowing group among the school-age population in the United States, there is surprisingly little information on their participation in postsecondary education. Using the National Education Longitudinal Study of 1988 (NELS:88), a nationally representative sample of eighth graders who were followed for 12 years, we present one of the first national-level examinations of ELLs' access to and degree of attainment in postsecondary education. Our analyses show that ELLs lag far behind both English-proficient linguistic minority students and monolingual English-speaking students in college access and attainment. Only one in eight ELLs in the NELS:88 study earned a bachelor's degree, whereas one in four English-proficient linguistic minority students and one in three monolingual English speakers did. In addition, one in five ELLs was a high school dropout. Subsequent probit regressions reveal that a host of nonlinguistic factors, rather than the ELLs' linguistic background per se, contributed to ELLs' limited postsecondary education access and attainment.

show abstract

Race and Ethnic Inequality in Educational Attainment in the United States

Cited by 14 publications

References 49 publications

Cultural Explanations for Academic Underachievement of Ethnic Minority Students at Secondary Level in Vietnam

Cultural Explanations for Academic Underachievement of Ethnic Minority Students at Secondary Level in Vietnam

Ethnic identity and scholastic effort: a multifaceted approach

English Language Learners' Access to and Attainment in Postsecondary Education

Contact Info

Product

Resources

About