The Asian American Advantage in Math among Young Children

Gibbs, Benjamin G.; Shah, Priyank G.; Downey, Douglas B.; Jarvis, Jonathan A.

doi:10.1177/0731121416641676

Cited by 14 publications

(5 citation statements)

References 66 publications

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“…For example, financially disadvantaged Black families and students believed that working during college, even in a service sector job, would better prepare them for the world of work following graduation. As one disadvantaged Black student, Rebecca said of her service job at Wendy’s: “I work to support myself and my family but I’m also doing it so that I’m ready for life after [Flagship].” Disadvantaged Asian American families did not think participation in the labor market would serve their college students well; instead, these students said their parents believed this work would detract from their educational achievement (see also, Gibbs et al 2017; Tang, Kim, and Haviland 2013).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Families and Financial Support: Comparing Black and Asian American College Students

Wiggins

Harrington

Gerstel

2022

Sociological Perspectives

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Although many recognize that families shape the likelihood of getting into college, few examine variation in families’ involvement during college or its implications for sustaining inequalities. Using interviews with 51 Black and 61 Asian American college students, our analysis reveals that class and race jointly shape students’ perceptions of the financial assistance that they receive from and give to family—whether in the short term (during college) or their plans for the long term (post-college). Advantaged students across race receive more and provide less assistance than disadvantaged students. Both disadvantaged Black and Asian American students share future intentions of support, but only disadvantaged Black students give their families money during college. Race and class affect students’ framing of family and designation of the particular family members (whether parents, siblings, extended kin, or fictive kin) included in these exchanges. Lastly, we analyze the ways these different forms of assistance shape students’ college struggles; Black students experience the most strain due to their working and giving back during college. Drawing on and developing theories addressing the models and practices of familial diversity, this paper shows how class and race intersect to shape family assistance and its consequences for the persistence of inequality.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Families and Financial Support: Comparing Black and Asian American College Students

Wiggins

Harrington

Gerstel

2022

Sociological Perspectives

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“…48 Asian children, by contrast, tend to do better than Whites. 49 Only a few scholars have examined socio-behavioral outcomes, even though they are crucial for academic trajectories and adult outcomes. 28 Here the results are mixed.…”

Section: Does Immigrant Selectivity Account For Immigrant-native Diff...mentioning

confidence: 99%

“…With respect to math in early schooling, some children in immigrant families tend to underperform relative to Whites, especially Latinos 48 . Asian children, by contrast, tend to do better than Whites 49 . Only a few scholars have examined socio‐behavioral outcomes, even though they are crucial for academic trajectories and adult outcomes 28 .…”

Section: Introductionmentioning

confidence: 99%

Immigrant selectivity at school entry

Lanuza

2024

Sociological Forum

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Immigrant educational selectivity—immigrant parents' educational attainment relative to their peers who did not migrate—is associated with better schooling outcomes for children at later stages of the educational pipeline in the United States. Less is known, however, about its influence on early education‐related outcomes. Using Early Childhood Longitudinal Study data from three different cohorts and quantitative analyses, I examine the relationship between immigrant selectivity and school readiness at school entry (proxied through math skills and approaches to learning evaluations). I find that immigrant selectivity is positively associated with school readiness, but it does not generate a widespread immigrant advantage at school entry, contrary to findings related to schooling outcomes later in the schooling pipeline. Notably, among most Asian groups, immigrant selectivity partly accounts for school readiness advantages compared to their White peers with native‐born parentage, whenever they emerge. By contrast, accounting for immigrant selectivity reveals the full extent of the immigrant disadvantage at school entry among most Latino groups. These results suggest that immigrant selectivity is an important factor in shaping racial/ethnic stratification early in the schooling pipeline.

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Section: Review Of Literaturementioning

confidence: 99%

“…Even in the United States, where low-skilled immigration is more common, not all immigrant groups underperform relative to native-born students (Gibbs et al 2017). Research shows that immigrant children from Asian countries such as Vietnam and China excel educationally even when accounting for socioeconomic differences (Gibbs et al 2017;Lee and Zhou 2014). Individual-level student characteristics commonly linked to education, such as SES (Duncan and Murnane 2011), language proficiency (Hornberger 1998;Hou and Beiser 2008), and ethnic minority status, likely vary across groups of immigrants sorted by skill or by refugee status.…”

Section: Review Of Literaturementioning

confidence: 99%

The Influence of Foreign-born Population on Immigrant and Native-born Students’ Academic Achievement

Silveira

Dufur

Jarvis

et al. 2019

Socius: Sociological Research for a Dynamic World

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With recent increases in international migration, some political and academic narratives argue for limiting migration because of possible negative effects on the host country. Among other outcomes, these groups argue that immigrant students have an impact on education, negatively affecting native-born students’ academic performance. The authors contextualize the relationship between immigrant status and academic achievement by considering a macro social setting: country-level foreign-born population. The authors examine achievement from the 2015 Programme for International Student Assessment in 41 high-income countries. The authors use within- and cross-level interactions to examine (1) the relationship between immigrant status and academic achievement, (2) the moderating effect of student socioeconomic status on achievement, and (3) how country-level foreign-born population affects both immigrant and native-born students’ performance. The findings indicate that immigrant students perform similarly to native-born students when considering other contextual factors, with socioeconomic status moderating the effect of immigrant status. Furthermore, all students, immigrant and nonimmigrant students alike, benefit academically from more immigration.

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The Asian American Advantage in Math among Young Children

Cited by 14 publications

References 66 publications

Families and Financial Support: Comparing Black and Asian American College Students

Families and Financial Support: Comparing Black and Asian American College Students

Immigrant selectivity at school entry

The Influence of Foreign-born Population on Immigrant and Native-born Students’ Academic Achievement

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