Author's Keywords: Asian American, Korean American, academic achievement, race and ethnicity, social capital, second-generation, urban schools, immigrant communities	Convention Convention is an application service for managing large or small academic conferences, annual meetings, and other types of events! Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p108590_index.html Direct Link: HTML Code:

Lew, Jamie. "Achievement Gap Among Asian American Youths in Urban Context: Significance of Social Class, Social Capital, and Race Relations" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA,, Aug 14, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p108590_index.html>

Lew, J. , 2004-08-14 "Achievement Gap Among Asian American Youths in Urban Context: Significance of Social Class, Social Capital, and Race Relations" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p108590_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: This research examines how structural forces�social class, social capital, and school resources�affect education achievement among Asian American high school students in urban context. Based on a case study of Korean Americans, the author compares experiences of two groups of high school students in New York City urban schools: college-bound students attending a competitive magnet high school and "at-risk" high school dropouts attending a community-based GED program (General Educational Development test for high school equivalency diploma). The findings show that ties to first-generation parents and co-ethnic networks are extremely important for Korean American youths; however, it is also critical to distinguish socioeconomic differences within Korean American communities and for whom the ethnic enclaves may be more beneficial. The two groups of parents differ in their socioeconomic backgrounds, social network orientation, as well as educational strategies employed in assisting their children�s education. Moreover, the two groups of Korean students, in varied social contexts, gain access to different educational resources as well as adopt different racial strategies and ethnic identities. While neither of the group identifies with whiteness, the high school dropouts are more likely to adopt oppositional cultural frame of reference and resist school as a means of achieving economic mobility. This research deeply challenges the homogeneous image of Asian Americans as a "model minority"�a cultural discourse that decontextualizes important structural factors such as social class, social capital, and school resources�and points to the significance of structural factors when accounting for Asian American students� academic achievement.

Do all immigrant students have high educational expectations? Exploring generational status, race/ethnicity, and SES

Overlooked and Underserved: Low-Status 1.5- and Second-Generation Korean American High School Dropouts

Representative Democracy and Its Effects on Ethnic Minority Students’ Academic Performance in American Urban Schools