Community Forces, Social Capital, and Educational Achievement: The Case of Supplementary Education in the Chinese and Korean Immigrant Communities

Autor/inn/en	Zhou, Min; Kim, Susan S.
Titel	Community Forces, Social Capital, and Educational Achievement: The Case of Supplementary Education in the Chinese and Korean Immigrant Communities
Quelle	In: Harvard Educational Review, 76 (2006) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Comparative Analysis; Cultural Influences; Supplementary Education; Social Capital; Immigrants; Academic Achievement; Chinese Americans; Immigration; Korean Americans; Social Structure; Socioeconomic Status; Social Environment; Acculturation; United States + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Ergänzungsunterricht; Sozialkapital; Immigrant; Immigrantin; Immigranten; Schulleistung; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Sozialstruktur; Socio-economic status; Sozioökonomischer Status; Soziales Umfeld; Akkulturation
Abstract	Extraordinary Asian American educational achievement has often been credited to a common cultural influence of Confucianism that emphasizes education, family honor, discipline, and respect for authority. In this article, Min Zhou and Susan Kim argue that immigration selectivity, higher than average levels of premigration and postmigration socioeconomic status, and ethnic social structures interact to create unique patterns of adaptation and social environments conducive to educational achievement. This article seeks to unpack the ethnic effect through a comparative analysis of the ethnic system of supplementary education that has developed in two immigrant communities--Chinese and Korean--in the United States. The study suggests that the cultural attributes of a group interact substantially with structural factors, particularly tangible ethnic social structures on which community forces are sustained and social capital is formed. The authors conclude that "culture" is not static and requires structural support to constantly adapt to new situations. (Contains 15 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10