Ethnic Identities and Patterns of School Success and Failure among Mexican-Descent and Japanese-American Students in a California High School: An Ethnographic Analysis

Matute-Bianchi, Maria Eugenia

doi:10.1086/444298

Cited by 281 publications

(151 citation statements)

References 2 publications

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“…Compared with native parents with a similar social-class background, ethnic minority parents typically express higher aspirations and a more academic orientation toward nonvocational secondary and higher education for their children (Müller and Kerbow, 1993;Vallet and Caille, 1996). In a similar vein, ethnographic studies of minority families and communities have documented high aspirations in ethnic minority families and youth as part of an intergenerational social-mobility project (Matute-Bianchi, 1986;Suarez-Orozco and Suarez-Orozco, 1995;Zéroulou, 1998). In the European host context, newcomers are often reluctant ethnic minorities who hope to better themselves in the short run and to return to their countries of origin.…”

Section: Importance and Impact Of The Future: The Immigrant Optimismmentioning

confidence: 98%

“…In Europe as in the United States, minority parents typically perceive educational investment in the children as the primary means to improving the family's living standards and socioeconomic status. From their side, minority youth often perceive educational progress as a family obligation and as an effective way to achieve a better future (Matute-Bianchi, 1986;Suarez-Orozco and Suarez-Orozco, 1995).…”

Section: Importance and Impact Of The Future: The Immigrant Optimismmentioning

confidence: 99%

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How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

Phalet

Andriessen

Lens

2004

Educational Psychology Review

117

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Section: Importance and Impact Of The Future: The Immigrant Optimismmentioning

confidence: 98%

Section: Importance and Impact Of The Future: The Immigrant Optimismmentioning

confidence: 99%

How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

Phalet

Andriessen

Lens

2004

Educational Psychology Review

117

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“…In contrast, it appears that Mexican immigrant parents also view education as important but are less likely to communicate their views to their children in an emphatic manner. Early evidence regarding this distinction emerged in a study of Japanese and Mexican immigrant families conducted by Matute-Bianchi (1986), which found that Mexican parents were less likely than the Japanese parents to discuss their academic expectations with their children (see also Stanton-Salazar 2001).…”

Section: High Parental Expectations Indicate That Parents Value Achiementioning

confidence: 99%

Parental Expectations and Children's Academic Performance in Sociocultural Context

2010

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In this paper, we review research on parental expectations and their effects on student achievement within and across diverse racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity that moderate the relation between students' previous performance and parental expectations. Our review also indicates that the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority families than for European American families. We describe four mediating processes by which high parental expectations may influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article concludes with a discussion of educational implications as well as suggestions for future research.Keywords Parental expectations . Academic achievement . Education . Ethnicity . Race . Socioeconomic statusThe role of parental expectations in affecting children's academic progress has received substantial attention from psychologists and sociologists over the past half century. In general, parental expectations have been found to play a critical role in children's academic success. Students whose parents hold high expectations receive higher grades, achieve higher scores on standardized tests, and persist longer in school than do those whose parents hold relatively low expectations (Davis-Kean 2005;Pearce 2006;Vartanian et al. 2007). High parental expectations are also linked to student motivation to achieve in school, scholastic and social resilience, and aspirations to attend college (Hossler and Stage 1992;

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“…Moreover, high academic standards and a supportive work atmosphere for teachers (e.g., staff cooperation) are associated with teachers doing more to promote student learning (Borman & Overman, 2004), and a safe and orderly school environment seems to help reaffirm the types of positive social behavior that resilient children often possess (Lee, Winfield, & Wilson, 1991;Masten, 1994;Smith & Carlson, 1997). However, schools that serve low-income and minority or immigrant children often fail to provide a supportive school climate, mainly by institutionalizing low academic expectations or by providing inadequate educational resources, thus jeopardizing student performance (e.g., Borman & Overman, 2004;Matute-Bianchi, 1986;Valencia, 2000;Valenzuela, 1999). Indeed, students who attend schools with high concentrations of underachieving, poor, and minority students may be at increased risk for academic failure (Wang & Gordon, 1994).…”

mentioning

confidence: 99%

The academic trajectories of children of immigrants and their school environments.

Han¹

2008

Developmental Psychology

108

106

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Data from approximately 14,000 children in the Early Childhood Longitudinal Survey-Kindergarten Cohort were analyzed to examine the associations between children's immigrant status and their academic trajectories from kindergarten to 3rd grade, with particular attention to the effects of school environments. Growth curve modeling results indicated that most children of Latin American origin improved their reading and math scores faster than non-Hispanic White children, thus narrowing their initial score gap and sometimes even surpassing White children by 3rd grade. In contrast, although they maintained higher reading and math scores, children from East Asia and India showed decreasing scores over time, which tended to narrow their initial score advantage over non-Hispanic White children. School-level factors accounted partially for these differences. Particularly in terms of the academic trajectories, children of Latin American origin responded more to school-level factors than did children of Asian origin, who responded more to child and family background, with the exception of children from Vietnam, Thailand, Cambodia, and Laos, who responded more to school-level factors. Simulation results point to the importance of school resources for the academic trajectories of children of immigrants.

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Ethnic Identities and Patterns of School Success and Failure among Mexican-Descent and Japanese-American Students in a California High School: An Ethnographic Analysis

Cited by 281 publications

References 2 publications

How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

Parental Expectations and Children's Academic Performance in Sociocultural Context

The academic trajectories of children of immigrants and their school environments.

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