Parental influences on the high school students' academic achievement: A comparison of Asian immigrants, Asian Americans, and White Americans

Abstract

This study investigates the differences in parental influence on academic achievement of Asian immigrants, Asian Americans, and White Americans. The sample consisted of a nationally representative sample of 10th grade students obtained from the National Educational Longitudinal Study of 88, first follow-up, sponsored by the National Center for Educational Statistics. Results indicate that both Asian immigrants and Asian Americans spent significantly more time on homework and perceived higher parental educational expectation than did White American students. White American students, on the other hand, reported more parental involvement in school activities. A negative relationship between parental involvement and academic achievement was found for the Asian immigrant and Asian American students. Implications of the findings on academic achievement are discussed based on cultural perspectives.The educational success of Asian countries, especially in the area of mathematics, has promoted many discussions and continuing interest among researchers (

Relationship between Parental Involvement and Academic Performance of Senior High School Students: The Case of Ashanti Mampong Municipality of Ghana

“…Home-based parental involvement includes helping students with homework, talking with them about school, expressing high expectations, encouraging school success, and providing structures that are conducive for learning [29,32]. School-based parental involvement on the other hand includes volunteering at school, participating in school events and school organizations as well as communicating with teachers and school staff [33].…”

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

“…Parental involvement has long been held as beneficial for student development and academic achievement, and numerous studies have found a relationship between parent involvement and student educational outcomes (e.g., Bauch & Goldring, 1995;Epstein, 1988;Jeynes, 2003Jeynes, , 2005Jeynes, , 2007Keith, Keith, Troutman, & Bickley, 1993;Mau, 1997;Muller, 1998;Sheldon & Epstein, 2005;Sanders, 1998;Villas-Boas, 1998). More recent studies have sought to understand the relationship between these two factors (De Carvalho, 2000;Galindo & Sheldon, 2012;Ice & Hoover-Dempsey, 2011;Lee & Bowen, 2006), particularly within the special education community (Duchnowski et al, 2012;Hosp & Reschly, 2004;McDonnall, Cavenaugh, & Giesen, 2012;Wagner, Newman, Cameto, Javitz, & Valdes, 2012) and minoritized student populations (Bower & Griffin, 2011;De Carvalho, 2000;Jeynes, 2003Jeynes, , 2005Jeynes, , 2007Lee & Bowen, 2006;Souto-Manning & Swick, 2006;Sui-Chu & Willms, 1996).…”

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

“…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).…”