School achievement differences among Chinese and Filipino American students: acculturation and the family

Eng, Sothy; Kanitkar, Kirti; Cleveland, H. Harrington; Herbert, Richard; Fischer, Judith L.; Wiersma, Jacquelyn D.

doi:10.1080/01443410701861308

Cited by 37 publications

(38 citation statements)

References 21 publications

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“…The Chinese American students (along with Korean Americans) were the highest achievers among the different groups of Asian Americans that were studied. Likewise, the average GPA of Chinese American students in the U.S. National Longitudinal Study of Adolescent Health was similarly high, at 3.35 on a 4-point scale (Eng et al, 2008).…”

Section: School Achievement Of Chinese Youth In Canadamentioning

confidence: 94%

Living up to Expectations: The Strengths and Challenges Experienced by Chinese Canadian Students

Costigan

Hua

2010

Canadian Journal of School Psychology

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This article reviews qualitative and quantitative studies related to the academic achievement of youth from immigrant Chinese families. Overall, the literature suggests that Chinese Canadian students demonstrate high levels of achievement and that this academic success is associated with factors such as stronger feelings of ethnic identity, better English language skills in the family, Chinese cultural values, parental emphasis on schooling, and access to social networks that support achievement. Barriers to high achievement are created by stress in the home, experiences of peer discrimination, cultural differences in school-related expectations, and obstacles to parental involvement in schooling. Importantly, despite high average levels of achievement, the reviewed literature also highlights the psychological and social struggles that many Chinese youth experience. High achievement for some Chinese Canadian adolescents comes at a cost of other aspects of their well-being. In particular, intense parental expectations for these youth, as well as the extremely high standard set by the "model minority" stereotype of Chinese youth, contribute to students' psychological distress and alienation from parents and peers. Furthermore, the almost exclusive attention to high achievement among Chinese youth ignores those Chinese youth who are not high achievers. Implications are discussed for educational policy and practice related to the schooling of Chinese Canadian youth specifically, as well as youth from families with diverse ethnic backgrounds more generally. RésuméCe papier présente des études qualitatives et quantitatives liées aux accomplissements académiques des jeunes de familles immigrantes chinoises. Globalement, il est suggéré dans la littérature que les étudiants canadiens d'origine chinoise démontrent un haut niveau de réussite et que ce succès académique est associé à des facteurs tels qu'un ressentiment d'identité ethnique plus fort, un niveau d'anglais supérieur au sein de la famille, des valeurs culturelles chinoises, un intérêt des parents pour la réussite scolaire et l'accès à un réseau social qui supporte la réussite en milieu scolaire. Des barrières à la réussite sont crées par le stress dans les foyers, les expériences de discrimination, les variations dans les attentes scolaires liées aux différences culturelles et les obstacles à l'implication des parents dans la scolarité. Plus important encore, malgré les hauts niveaux de réussite, la littérature met en évidence les troubles sociaux et psychologiques rencontrés par de nombreux jeunes chinois au cours de leur expérience. Pour certains adolescents chinois, ce haut niveau de réussite se paye aux prix d'autres aspects de leur bien-être. En particulier, de hautes attentes de la part des parents, ainsi que des standards placés extrêmement haut dus au stéréotype du "minorité modèle" des jeunes chinois, contribuent à la détresse psychologique des étudiants et à l'aliénation des parents et des pairs. Par ailleurs, cette attention, presque exclusivement con...

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Section: School Achievement Of Chinese Youth In Canadamentioning

confidence: 94%

Living up to Expectations: The Strengths and Challenges Experienced by Chinese Canadian Students

Costigan

Hua

2010

Canadian Journal of School Psychology

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“…Census, 2010), which shows salient within-group variation in their academic outcomes. To date, studies that have investigated this within-group variation have relied on generational status or language proficiency as a predictor (Eng et al 2008; Kao & Tienda, 1995; Glick & White, 2003); their results are therefore limited in terms of utility. The current study examines a more multi-faceted indicator, parent-child acculturation, in an attempt to determine whether it may be an important predictor of variation in Asian American children’s academic trajectories and outcomes.…”

Section: Introductionmentioning

confidence: 99%

Parent–Child Acculturation Profiles as Predictors of Chinese American Adolescents’ Academic Trajectories

Kim

Wang

Chen

et al. 2014

J Youth Adolescence

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Acculturation plays a critical role in the adjustment of Asian Americans, as a large proportion of them are immigrants in the U.S. However, little is known about how acculturation influences Asian American adolescents’ academic trajectories over time. Using a longitudinal sample of 444 Chinese American families (54% female children), the current study explored the effect of mothers’, fathers’, and adolescents’ individual acculturation profiles and parent-child acculturation dissonance on adolescents’ academic trajectories from 8th to 12th grade. Academic performance was measured by Grade Point Average (GPA), and by standardized test scores in English Language Arts (ELA) and Math every year. Latent growth modeling analyses showed that adolescents with a Chinese-oriented father showed faster decline in GPA, and Chinese-oriented adolescents had lower initial ELA scores. Adolescents whose parents had American-oriented acculturation profiles tended to have lower initial Math scores. These results suggest that Chinese and American profiles may be disadvantageous for certain aspects of academic performance, and bicultural adolescents and/or adolescents with bicultural parents are best positioned to achieve across multiple domains. In terms of the role of parent-child acculturation dissonance on academic trajectories, the current study highlighted the importance of distinguishing among different types of dissonance. Adolescents who were more Chinese-oriented than their parents tended to have the lowest initial ELA scores, and adolescents experiencing more normative acculturation dissonance (i.e., who were more American-oriented than their parents) had the highest initial ELA scores. No effects of parent-child acculturation dissonance were observed for GPAs or standardized Math scores. Altogether, the current findings add nuances to the current understanding of acculturation and adolescent adjustment.

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“…For example, in the United States, Chinese American students performed better academically than other ethnic minority groups in the United States (Chen, Lee, & Stevenson, 1996); and this result has been accredited to higher parental expectations, and parents' perceptions of educational importance (Chen, 2001;Okagaki & Frensch, 1998). Moreover, a higher degree of parent involvement in child education (Chao & Sue, 1996;Eng et al, 2008;Grolnick & Slowiaczek, 1994), and the fact that Chinese parents emphasize the importance of education more extensively than other racial and ethnic groups (Hau & Salili, 1996).…”

Section: Introductionmentioning

confidence: 99%

Effects of Chinese parental practices on adolescent school outcomes mediated by conformity to parents, self-esteem, and self-efficacy

Shen

2011

International Journal of Educational Research

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School achievement differences among Chinese and Filipino American students: acculturation and the family

Cited by 37 publications

References 21 publications

Living up to Expectations: The Strengths and Challenges Experienced by Chinese Canadian Students

Living up to Expectations: The Strengths and Challenges Experienced by Chinese Canadian Students

Parent–Child Acculturation Profiles as Predictors of Chinese American Adolescents’ Academic Trajectories

Effects of Chinese parental practices on adolescent school outcomes mediated by conformity to parents, self-esteem, and self-efficacy

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