A Longitudinal Daily Diary Study of Family Assistance and Academic Achievement Among Adolescents from Mexican, Chinese, and European Backgrounds

Telzer, Eva H.; Fuligni, Andrew J.

doi:10.1007/s10964-008-9391-7

Cited by 59 publications

(105 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In a study analyzing daily diary data, Fuligni and colleagues found that when Chinese American adolescents experienced stress at home, they were more likely to experience attendance and learning problems the following day; this was not true for Mexican American and European American adolescents (Flook & Fuligni, 2008). In addition, when Chinese American adolescents (as well as Mexican American adolescents) increased the number of days in which they provided assistance to their families over the course of high school (e.g., cleaning, caring for siblings, helping parents at work), their achievement declined (Telzer & Fuligni, 2009). This was true for both first and second generation youth.…”

Section: Barriers To High Achievementmentioning

confidence: 93%

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

Costigan

Hua

2010

Canadian Journal of School Psychology

View full text Add to dashboard Cite

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...

show abstract

Section: Barriers To High Achievementmentioning

confidence: 93%

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

Costigan

Hua

2010

Canadian Journal of School Psychology

View full text Add to dashboard Cite

show abstract

“…On the other hand, family obligations do not just translate into increased school motivation, but also to increased levels of actual assistance to the family, including behaviors such as helping to take care of brothers and sisters and translating for parents who are not fluent in English (Hardway & Fuligni, 2006). When these demands are chronic, they can take away from the time that adolescents can put into their school work (Telzer & Fuligni, 2009). As a result, for adolescents with high levels of family obligations, academic motivation does not necessarily translate into high levels of achievement (Fuligni, Tseng, & Lam, 1999).…”

Section: High School Family Obligations and Perceptions Of Discriminamentioning

confidence: 99%

Understanding Differences in College Persistence: A Longitudinal Examination of Financial Circumstances, Family Obligations, and Discrimination in an Ethnically Diverse Sample

Witkow

Huynh

Fuligni

2014

Applied Developmental Science

Self Cite

View full text Add to dashboard Cite

Ethnic and generation differences in motivation and achievement have been well-established. However, less work has examined the role of social factors on educational outcomes among individuals from diverse backgrounds. With a longitudinal sample of 408 Latino, Asian, and European-American students, we examine family, discrimination, and financial factors in 12th grade and two years later as predictors of persistence four years after high school, and as mediators of ethnic and generation differences in persistence. Results indicate that family obligations, discrimination, and financial burdens are associated with reduced rates of persistence, while high school GPA, SES, and financial aid are associated with higher rates of persistence. Ethnic differences in persistence are related to high school GPA and SES, as well as financial circumstances. Reducing ethnic disparities in college persistence should thus involve attention not only to academic factors, but also to family circumstances that may cause college attendance to be a hardship.

show abstract

“…First, information gathered via daily diaries is likely to yield more accurate responses. Because children are asked to report on events and feelings the same day they occur-rather than weeks or months after the fact-memory biases are less likely to negatively impact recall (Telzer & Fuligni, 2009;Witkow, 2009). Second, daily diary measures allow the researcher to examine within-person associations between daily events and the outcome measure of interest.…”

Section: Daily Diary Approachmentioning

confidence: 99%

Predicting Day-to-Day Changes in Students’ School-Related Affect From Daily Academic Experiences and Social Interactions

Altermatt

2014

The Journal of Experimental Education

View full text Add to dashboard Cite

This study examined the role that everyday academic successes and failures-and the interactions with family members and peers that follow these events-play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic experiences, performance disclosures, perceptions of emotional support, and school-related affect. Data were analyzed using hierarchical linear modeling. Results indicated that students' daily academic experiences and social interactions varied by both sex and interaction partner, and that students' daily academic experiences and social interactions were predictive of day-to-day changes in both positive and anxious affect. The implications of these findings for students' interpersonal relationships and school adjustment are discussed.

show abstract

A Longitudinal Daily Diary Study of Family Assistance and Academic Achievement Among Adolescents from Mexican, Chinese, and European Backgrounds

Cited by 59 publications

References 20 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

Understanding Differences in College Persistence: A Longitudinal Examination of Financial Circumstances, Family Obligations, and Discrimination in an Ethnically Diverse Sample

Predicting Day-to-Day Changes in Students’ School-Related Affect From Daily Academic Experiences and Social Interactions

Contact Info

Product

Resources

About