Indochinese Refugee Families and Academic Achievement

Caplan, Nathan; Choy, Marcella H.; Whitmore, John K.

doi:10.1038/scientificamerican0292-36

Cited by 121 publications

(79 citation statements)

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“…Differences in language (cf. Fuson and Kwon 1992;Zhou and Boehm 2001), teaching and learning environments (Stevenson, Lee, and Graham 1993;Zhou, Peverly and Lin 2005;Yang and Cobb 1995), and cultural and societal issues (Campbell and Xue 2001;Caplan, Choy, and Whitmore 1992;Jose et al 2000;Stevenson et al 1993;Tuss and Zimmer 1995;Zhou and Boehm 2001) have been considered to be factors underlying superior mathematical performance in Asian children. These crosscultural comparisons of mathematical performance have mainly focused on children aged six years and above.…”

Section: Cross-national Differences In Mathematical Skillsmentioning

confidence: 99%

Children’s early numeracy in England, Finland and People’s Republic of China

Aunio¹,

Aubrey²,

Godfrey³

et al. 2008

International Journal of Early Years Education

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This research investigated the similarities and differences between countries in young children's early numeracy skills related to age, culture and gender. The participants were five-year-old children from Beijing (People's Republic of China), England and Finland. The rationale for the cross-cultural comparison originates from the research results with older children showing that Asian children outperform children from America or Europe, and from the lack of such information concerning younger children. The results showed that in all locations the older children performed better than the younger children. Cultural differences were found: young children from Beijing outperformed those from England and Finland in overall early numeracy performance, as well as in sub-tests for understanding of quantities and relations (i.e. relational skills) and counting skills. Finnish children had better scores than English children in the whole early numeracy scale and in the relational scale. The results are discussed in relation to culture, instruction in preschools and learning support at home, as well as the effects of language characteristics. The culture's appreciation of and approach to mathematics learning in early childhood is a plausible explanation for the cross-cultural differences found in this study.

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Section: Cross-national Differences In Mathematical Skillsmentioning

confidence: 99%

Children’s early numeracy in England, Finland and People’s Republic of China

Aunio¹,

Aubrey²,

Godfrey³

et al. 2008

International Journal of Early Years Education

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“…17 The existence of a rich network of ethnic-religious ties within the MQVN community was well-documented long before Katrina. In particular, Bankston & Zhou (1995, 2000 and Zhou & Bankston (1994, 1998 emphasize the role the bundle of club goods provided by MQVN played in the integration of Vietnamese-American youth into the community and their academic achievement (see also Caplan et al 1989Caplan et al , 1992Rumbaut & Ima 1998). Among other benefits, the regular religious services in…”

Section: A Rebuilding the Ethnic-religious-language Communitymentioning

confidence: 99%

Club Goods and Post-Disaster Community Return

Chamlee‐Wright

Storr

2009

Rationality and Society

138

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Hurricane Katrina caused over one hundred billion dollars in property damage in the Greater New Orleans region. Although much attention has been paid to why particular communities have begun to recover and others have failed to rebound, very little attention has been paid to how the communities that have recovered actually went about doing so. This paper attempts to close that gap by examining how the church provision of club goods can foster social cooperation and community redevelopment in the wake of a disaster. In particular, we investigate the swift return of the community surrounding the Mary Queen of Vietnam (MQVN) Catholic Church in New Orleans East after Hurricane Katrina. Utilizing a unique bundle of club goods provided by the MQVN Catholic Church, residents in the New Orleans East Vietnamese-American community (a) rebuilt their distinct ethnic— religious—language community, (b) overcame the social coordination difficulties created by Katrina, and (c) engaged in successful political action to protect their community.

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Section: Introductionmentioning

confidence: 99%

“…Asian American students seem to perform well in rote memorization and mathematics operations but seem to do poorly in creative writing and analytical commentary. Asian American students tend to feel more comfortable in structured school situations than those that are ambiguous (Caplan et al, 1992;Chan, 1986;Lee & Rong, 1988; Maker & Schiever, 1989;Mizokawa & Ryckman, 1988;Peng et al, 1984;Sue, 1989).In a comparison study between Korean students and Korean American students, Hong and Suh (1995) found Korean American students preferred a user-friendly environment more than Korean students. Korean students preferred a more formal design and auditory learning than Korean American students.…”

mentioning

confidence: 99%

“…They seldom reveal their opinions or their abilities voluntarily or dare to challenge their instructors. Even when they know the answer to the teacher's question, they may not respond by raising their hands, choosing instead to sit quietly (Caplan, Choy, & Whitmore, 1992;Chan, 1986; Maker & Schiever, 1989;Mizokawa & Ryckman, 1988;Peng, Owing, & Fetters, 1984;Sue, 1989 Because Asian American students are taught to value correctness and conformity in their family, they may be more comfortable performing tasks requiring convergent thinking or solving problems that have a single correct answer rather than participating in critical and divergent thinking. Asian American students seem to perform well in rote memorization and mathematics operations but seem to do poorly in creative writing and analytical commentary.…”

mentioning

confidence: 99%

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World Council for Gifted and Talented Children

Klassen¹

2009

Encyclopedia of Giftedness, Creativity, and Talent

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This study set out to investigate which career path a group of intellectually gifted individuals chose, if any. How did they actually like their work, and what were the reasons for satisfaction or dissatisfaction with their chosen career? In all, 287 Mensa members (216 men and 71 women) constituted the research group. Their average age was 34.4 years (SD = 8.8) and all had obtained IQ scores equal to or higher than the 98 th percentile. The study was designed as a survey operationalized as an Internet-based questionnaire using the SPSS Dimensions software. A shortened version of the Work and Life Attitudes Survey (Warr, Cook & Wall, 1979) was included as part of the questionnaire. Quantitative data were analyzed as dispersions within the research group whereas qualitative data were content-analyzed using the so-called VSAIEEDC Model. Results show that participants tended to pursue careers mainly in Technology, Science and Social Work and to a lesser degree in Practical and Aesthetic work. Work satisfaction for all these fields was shown to be average. However, for individuals choosing to start their own company and, or assume leading managerial positions, satisfaction with work and career is very high. This article focuses on possible reasons for differences between subgroups in the sample and discusses a possible way forward to improve work satisfaction for intellectually gifted individuals at work, where needed.Keywords: Giftedness, Social Fit, Human Resource Management, Mismanagement, Intellectual Capital.Introduction Research (e.g., Schlosser, 2001; Yewchuk, Äystö & Schlosser, 2001) and literature more or less anecdotal in nature (e.g., Lewis, 1997) focuses increasing amounts of time and effort explaining success or the lack thereof, not only in the field of high ability studies but perhaps even more so in general management and human resource studies. Prompting such research is, of course, a desire to find factors, which, a) could more or less predict success or expertise, and b) are assumed to facilitate or even cause it (van der Heijden, 2000).However, while the somewhat nebulous meaning of "success" is not necessarily tied to giftedness, it is more often associated with marketability (Adler, 1985; Hamlen, 1991). As such it is not unusual to argue that developing gifted education and special provision for the gifted and talented population is important for success or alternatively continued societal welfare and development (e.g., Wilms, 1986).Singapore researchers Teo and Quah (1999) make the following observation:The Gifted Education Program (GEP) in Singapore has been in existence … [since 1984] … for more than a decade. But few of its graduates have made exceptional contributions to self or the nation; a nation with hardly any natural resources and which relies a great deal on its human resources for surviving in a competitive world. (p. 24, with author's clarification in brackets)It would seem the equation between desired success and giftedness is not simple and straightforward, even ...

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Indochinese Refugee Families and Academic Achievement

Cited by 121 publications

References 0 publications

Children’s early numeracy in England, Finland and People’s Republic of China

Children’s early numeracy in England, Finland and People’s Republic of China

Club Goods and Post-Disaster Community Return

World Council for Gifted and Talented Children

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