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Explaining the Asian-American Advantage in Math Achievement: The Direct and Indirect Effects of Parent Involvement as Social Capital |
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Abstract:
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This study examined family and parental factors contributing to Asian-American advantage in math achievement. Using data collected from the latest national longitudinal study (ELS:2002) of 10th- and 12th- graders, it found that the Asian advantage could be attributed in part to Asian-American parents’ high educational expectations and positive achievement attributional styles, and that the effects of these norms and expectations were also mediated by all the three basic elements of students’ learning process: ability, effort and opportunities for learning. |
Most Common Document Word Stems:
parent (157), school (101), asian (85), achiev (82), math (78), educ (77), involv (73), student (68), 1 (67), variabl (60), american (58), effect (54), famili (54), expect (43), social (41), learn (37), academ (36), standard (36), studi (35), grade (31), 2 (29), |
Author's Keywords:
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Math Achievement, Asian Americans, Cultural Values, Social Capital, Parental Involvement, Mediators |
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Association:
Name: American Sociological Association
URL: http://www.asanet.org
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Citation:
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MLA Citation:
| Liu, Ge. "Explaining the Asian-American Advantage in Math Achievement: The Direct and Indirect Effects of Parent Involvement as Social Capital" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada, Aug 10, 2006 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p104473_index.html> |
APA Citation:
| Liu, G. , 2006-08-10 "Explaining the Asian-American Advantage in Math Achievement: The Direct and Indirect Effects of Parent Involvement as Social Capital" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada Online <APPLICATION/PDF>. 2009-05-25 from http://www.allacademic.com/meta/p104473_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study examined family and parental factors contributing to Asian-American advantage in math achievement. Using data collected from the latest national longitudinal study (ELS:2002) of 10th- and 12th- graders, it found that the Asian advantage could be attributed in part to Asian-American parents’ high educational expectations and positive achievement attributional styles, and that the effects of these norms and expectations were also mediated by all the three basic elements of students’ learning process: ability, effort and opportunities for learning. |
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7526 |
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| Explaining the Asian-American Advantage in Math Achievement: The Direct and Indirect Effects of Parent Involvement as Social Capital Ge Liu University of Notre Dame This study examined family and parental factors contributing to Asian-American advantage in math achievement. Using data collected from the latest national longitudinal study (ELS:2002) of 10th- and 12th- graders it found that the Asian advantage could be attributed in part to Asian-American parents’ high educational expectations and positive achievement attributional styles and that the effects |
| Community Partnerships and Mathematics Achievement.” Journal of Educational Research 98:196-206. Steinberg Laurence. 1996. Beyond the Classroom: Why School Reform has Failed and What Parents Need to Do? New York: Simon & Schuster. Sue Stanley and Sumie Okazaki. 1990. “Asian-American Educational Achievements: A Phenomenon in Search of an Explanation.” American Psychologist 45:913-20. Sun Yongmin. 1998. “The Academic Success of East-Asian-American Students – An Investment Model.” Social Science Research 27:432-56. Yan Wenfan and Qiuyun Lin. 2005. “Parent Involvement and Mathematics Achievement: |
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