The Academic Attainment of Ethnic Groups in Australia: A Social Psychological Model

Clifton, Rodney A.; Williams, Trevor; Clancy, Jeff

doi:10.2307/2112882

Cited by 17 publications

(10 citation statements)

References 34 publications

(53 reference statements)

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“…From his examination of immigrant groups for whom data were available, Moskos (1989) concluded that Greeks had the highest proportion of individuals who completed college and an average income level exceeded only by Jews. Other studies have confirmed Greeks' strong need for achievement (Hines, 1973) and their high rate of academic success (Clifton, Williams, & Clancy, 1991).…”

mentioning

confidence: 88%

Acculturation of Greek Americans: Change and continuity in cognitive schemas guiding intimate relationships

Koutrelakos

2004

Int J Psychol

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The study compares Greek Americans to Greeks and to third-generation white Americans in their endorsement of two cognitive schemas guiding intimate relationships. Greek Americans were more rejecting of low self-disclosure in intimate relationships than were Greeks but did not differ from them on how strongly they advocated sacrificing the self for one's partner. By contrast, Greek Americans did not differ from Americans in their rejection of low self-disclosure and more strongly endorsed self-sacrifice in intimate relationships than did Americans. These findings were interpreted as indicating that Greek Americans have acculturated to a more individualistic orientation in terms of self-disclosure while maintaining a collectivistic orientation regarding self-sacrifice in intimate relationships. Respondents' age, cultural group, and whether they were college students or professionals interacted with how strongly individuals rejected low self-disclosure and showed that age and status differences were more pronounced between rather than within the three cultural groups. It revealed that the initial finding, showing that Greeks and Americans differed, was based on the scores of students; professionals, with one exception, did not differ in their disagreement with low self-disclosure, regardless of their age and cultural group. The exception was the older Greek American professional subgroup, whose stronger disagreement with low self-disclosure may be an overreaction to the acculturation process. Age and status differences were not significant in the American group, while there was a pattern in Greece for professionals to reject low self-disclosure more strongly than did students. Women were more rejecting of both low self-disclosure and self-sacrifice in intimate relationships than were men. Older women most strongly disagreed with the self-sacrifice principle and older men adhered to it more strongly with increasing age. Cette étude compare des Américains grecs à des Grecs et à des Américains blancs de troisième génération relativement à leur adhésion à deux schémas cognitifs guidant les relations intimes. Les résultats indiquent que les Américains grecs se montrent plus rejetants d'une faible ouverture de soi dans les relations intimes comparativement aux Grecs, mais ils ne se différencient pas de ceux-ci quant à la force avec laquelle ils se disent prêts à se sacrifier pour leur partenaire. En contrepartie, Américain grecs ne se différencient pas des Américains sur le plan du rejet de la faible ouverture de soi, tout en se montrant davantage en accord avec le sacrifice de soi dans les relations intimes que ne le font les Américains. Ces résultats sont interprétés comme des indicateurs que les Américains grecs auraient adopté la culture américaine d'orientation plus individualiste en ce qui a trait à l'ouverture de soi, tandis qu'ils semblent avoir maintenu une orientation collectiviste en regard du sacrifice de soi dans les relations intimes. L'âge des répondants, leur groupe culturel et leur statut de collégien o...

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confidence: 88%

Acculturation of Greek Americans: Change and continuity in cognitive schemas guiding intimate relationships

Koutrelakos

2004

Int J Psychol

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“…Thus, there is indirect evidence from national longitudinal studies of educational progress, in the United Kingdom (Smith and Tomlinson, 1989), France (Vallet and Caille, 1996), and Australia (Clifton et al, 1991). Across host societies, the findings document an initial educational disadvantage of minority children in comparison with native classmates.…”

Section: Importance and Impact Of The Future: The Immigrant Optimism mentioning

confidence: 99%

“…Thus, longitudinal studies in France and Australia find positive effects of parental aspirations on the educational progress of minority and nonminority children alike, after controlling for social and family background (Clifton et al, 1991;Vallet and Caille, 1996). Apparently, children of more aspiring minority parents are more likely to be successful in school.…”

Section: Importance and Impact Of The Future: The Immigrant Optimism mentioning

confidence: 99%

How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

Phalet

Andriessen

Lens

2004

Educational Psychology Review

117

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“…For more than 25 years researchers have been estimating the effects of social background and educational characteristics of people on their later educational and social attainments (see, for example, Astin, 1993;Clifton, Williams, & Clancy, 1991;Pascarella & Terenzini, 1991). In addition, researchers have incorporated social psychological processes, in particular self-conceptions, motivation, and interactions with significant others, as intervening variables between the social and educational backgrounds and the social attainments of people (see Astin, 1993;Bank, Slavings, & Biddle, 1990;Clifton, et al, 1991;Pascarella & Terenzini, 1991).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Social Psychological Variables and Gender on the Grade Point Averages and Educational Expectations of University Students: A Case Study

Clifton¹

2017

CJHE

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This paper uses a social psychological model to examine the educational attainment and expectations of 569 male and female Education students enrolled in a major university in Western Canada. Structural equation modeling was used to examine the effects of gender on six social psychological variables (positive affect, negative affect, interaction with students, interaction with professors, motivation, and self-concept of ability) and the effects of gender and the social psychological variables on the students' grade point averages and educational expectations. In comparison with males, females had higher positive affect and more positive motivation. Two of the social psychological variables, self-concept of ability and interaction with students, had strong effects on grade point average and slightly weaker effects on educational expectations. When the interaction effects of gender and the social psychological variables were added to the analyses, slight increases in the explained variance in grade point average and educational expectations were evident. Females had slightly higher grade point averages than males and males had slightly higher educational expectations than females.

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The Academic Attainment of Ethnic Groups in Australia: A Social Psychological Model

Cited by 17 publications

References 34 publications

Acculturation of Greek Americans: Change and continuity in cognitive schemas guiding intimate relationships

Acculturation of Greek Americans: Change and continuity in cognitive schemas guiding intimate relationships

How Future Goals Enhance Motivation and Learning in Multicultural Classrooms

The Effects of Social Psychological Variables and Gender on the Grade Point Averages and Educational Expectations of University Students: A Case Study

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