Explaining Asian Americans’ academic advantage over whites

Hsin, Amy; Xie, Yu

doi:10.1073/pnas.1406402111

Cited by 273 publications

(222 citation statements)

References 29 publications

(42 reference statements)

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“…The educational attainments of Asian Americans are greater than expected based on the social class origins of Asian Americans (e.g., even some working-class Asian Americans get accepted by prestigious universities). Asian American educational attainment is thus not simply derived from class-based socioeconomic advantages but is partly cultural in origin at least among second-generation Asian Americans (Kao, 1995;Sakamoto, Goyette, & Kim, 2009;Hsin & Xie, 2014). Although unusual cases to some degree, The Battle Hymn of the Tiger Mom and Journey of a Thousand Miles are nonetheless consistent with systematic statistical evidence on higher levels of Asian American educational achievement, and they also illustrate the greater educational investments and expectations that Asian parents often have for their children.…”

Section: The Cultural and Social Context Of Asian American Happinessmentioning

confidence: 59%

“…Asian American children typically spend more time and effort involved in schooling and educational activities (Mau, 1997;Ainsworth-Darnell & Downey, 1998;Sun, 1998;Jiménez & Horowitz, 2013;Hsin & Xie, 2014) than white children in part due to the higher educational expectations that Asian parents have for their children (Goyette & Xie, 1999). Higher levels of parental investments and aspirations for their children's education are symptomatic of the more codependent and collectivist nature of Asian American families (Fuller, Holloway, Azuma, Hess, & Kashiwagi, 1986;Sakamoto, Kim, & Takei, 2012).…”

Section: The Cultural and Social Context Of Asian American Happinessmentioning

confidence: 99%

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The Life Satisfaction of Asian Americans: Evidence from the U.S. General Social Survey, 1972 to 2010

Sakamoto¹,

Chiu²,

Li³

et al. 2016

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We use the U.S. General Social Survey to investigate the overall life satisfaction of Asian Americans. In contrast to most other racial minority groups in the U.S., Asian Americans are advantaged over whites in regard to education and incomes which are known to be correlated with overall life satisfaction. Despite these socioeconomic advantages, Asian Americans express somewhat lower levels of overall life satisfaction than whites. Foreign-born Asian Americans are more likely than whites to be "not too happy" while native-born Asian Americans are less likely than whites to be "very happy." This pattern persists even after controlling for educational attainment and the distribution of household income. The implications of these findings are discussed in regard to the social psychology, assimilation, and demographic characteristics of Asian Americans. Asian Americans are often portrayed as the "Model Minority," but they appear to be somewhat less happy with what they have.

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Section: The Cultural and Social Context Of Asian American Happinessmentioning

confidence: 59%

Section: The Cultural and Social Context Of Asian American Happinessmentioning

confidence: 99%

The Life Satisfaction of Asian Americans: Evidence from the U.S. General Social Survey, 1972 to 2010

Sakamoto¹,

Chiu²,

Li³

et al. 2016

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“…By contrast, evidence for the latter is more difficult to identify. Migrant families are known to be different from natives in destination countries in aspects such as a propensity for effort (Goyette and Xie 1999;Hsin and Xie 2014), or high interest in schooling (Feliciano and Lanuza 2016), which may be due to migrant selectivity.…”

Section: Explaining Differential Educational Expectations Between Natmentioning

confidence: 99%

Educational optimism in China: migrant selectivity or migration experience?

Cebolla‐Boado

Soysal

2017

Journal of Ethnic and Migration Studies

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This paper addresses the so-called paradox of immigrant optimism, which accounts for the higher educational expectations of immigrant-origin children, compared to non-immigrants in destination countries, conditional on social background and school attainment. We are interested in clarifying whether the mechanisms behind this optimism are related to migrant selectivity or family migration experience. To do this we use data from the China Education Panel Study, a representative survey of junior high school students in China. We use a two-pronged analytical strategy. Firstly, we look at whether having experienced family migration (within China) is associated with higher educational expectations. Secondly, we take a step back and explore whether adolescents who wish to migrate themselves when they grow up report higher educational expectations. Our findings confirm that adolescents who wish to migrate themselves when adults are already more optimistic even before any intentions of moving come to fruition. This we take as an indirect proof of selectivity. In contrast, we find no effect of family migration on expectations.ARTICLE HISTORY

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“…Differences in cognitive outcomes between ethnic groups are usually explained by educational aspirations and expectations (Stevens et al 2011). Students of parents with higher aspirations and expectations for their children have higher cognitive outcomes (Hsin and Xie 2014). The availability of valuable resources in families with different ethnic backgrounds also helps to explain educational differences (Chew et al 1989).…”

Section: Ethnic Composition Of the Familymentioning

confidence: 99%

Diversity among Bi-ethnic students and differences in educational outcomes and social functioning

2017

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The number of bi-ethnic children is increasing. The focus of this study is on bi-ethnic students in the Netherlands with one parent with an ethnic majority background and one parent with an ethnic minority background. Most studies that have investigated educational outcomes and social functioning in school for biethnic students have not focused on the diversity within this group. In this study, we described the demographic, social and cultural diversity among bi-ethnic students and examined whether, in particular, ethnic background and gender of the migrant parent were related to the educational outcomes and social functioning of bi-ethnic students. Data on a total of 653 sixth grade bi-ethnic students (age 11-12) in primary education of the national Dutch cohort study ) were used in this study. To analyse the relationship between the ethnic background and gender of the migrant parent and the educational outcomes and social functioning among For reasons of clarity, we did not include full tables of the models. These data are available from the first author, upon request. bi-ethnic students, multivariate multilevel analyses were performed. The research findings indicate that bi-ethnic students differ demographically, socially and culturally in a manner dependent on ethnic background and gender of the migrant parent. We also found that the ethnic background and the gender of the migrant parent were related to cognitive outcomes, social-emotional functioning and citizenship competences. When trying to understand and support bi-ethnic students, we must consider the diversity among them.

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Explaining Asian Americans’ academic advantage over whites

Cited by 273 publications

References 29 publications

The Life Satisfaction of Asian Americans: Evidence from the U.S. General Social Survey, 1972 to 2010

The Life Satisfaction of Asian Americans: Evidence from the U.S. General Social Survey, 1972 to 2010

Educational optimism in China: migrant selectivity or migration experience?

Diversity among Bi-ethnic students and differences in educational outcomes and social functioning

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