Revisiting the Explanations for Asian American Scholastic Success: A Meta-Analytic and Critical Review

Autor/inn/en	Kim, Sung won; Cho, Hyunsun; Song, Minji
Titel	Revisiting the Explanations for Asian American Scholastic Success: A Meta-Analytic and Critical Review
Quelle	In: Educational Review, 71 (2019) 6, S.691-711 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Sung won)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2018.1471664
Schlagwörter	Asian American Students; Academic Achievement; High Achievement; Cultural Influences; Asian Culture; Confucianism; Socioeconomic Status; Parent Participation; Social Capital; Immigrants; Positive Attitudes; Cultural Differences; Effect Size; Ethnicity; Generational Differences; Longitudinal Studies; Surveys; Children; Kindergarten; National Education Longitudinal Study of 1988 (NCES); Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Schulleistung; Cultural influence; Kultureinfluss; Konfuzianismus; Socio-economic status; Sozioökonomischer Status; Elternmitwirkung; Sozialkapital; Immigrant; Immigrantin; Immigranten; Kultureller Unterschied; Ethnizität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Child; Kind; Kinder
Abstract	A few popular explanations attempt to argue for a weaker relationship between socioeconomic status (SES), parental involvement (PI), and achievement among Asian Americans compared to their white counterparts: Asian American students' Confucian culture, strong motivation for upward mobility as immigrants, unique forms of parental involvement different from European Americans, and ethnic social capital. However, there has not been a single synthesis up to date empirically testing whether the effect size for SES and/or PI and achievement is actually weaker among Asian Americans across the body of accumulated scholarship. In this review, we found that quantitatively, the SES-achievement relationship was null for Asian Americans while it was positive for PI and achievement. The current scholarship revealed several key problems. In spite of the intuitive and appealing cultural arguments put forward emphasising Confucianism and immigration optimism, our review points out that these arguments have weak empirical support, and are too generic to be convincingly applied to Asian Americans without any distinction by ethnicity or generation. Furthermore, the parental involvement measures used did not effectively capture Asian American parents' behaviours. Our review suggests a new comprehensive model better integrating the Confucian and immigrant optimism explanation, developing culturally appropriate measures of PI, distinguishing ethnic variation within Asian American groups, and including a nuanced view on how and whether the explanations hold across generations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01