|
|
|
|
Achievement Gap Among Asian American Youths in Urban Context: Significance of Social Class, Social Capital, and Race Relations |
|
| Abstract | Word Stems | Keywords | Association | Citation | Get this Document | Similar Titles |
|
STOP!
You can now view the document associated with this citation by clicking on the "View Document as HTML" link below. |
|
Click here to view the document
|
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. |
Most Common Document Word Stems:
school (126), korean (84), student (79), american (79), asian (61), high (57), educ (54), ethnic (51), parent (50), social (49), immigr (45), econom (39), dropout (38), generat (38), new (37), minor (33), children (33), academ (32), white (32), status (31), york (31), |
Author's Keywords:
|
Asian American, Korean American, academic achievement, race and ethnicity, social capital, second-generation, urban schools, immigrant communities |
|
 | Convention | | Submission, Review, and Scheduling! All Academic Convention can help with all of your abstract management needs and many more. Contact us today for a quote! |  | 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:
|
MLA Citation:
| 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> |
APA Citation:
| 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. |
Get this Document:
Find this citation or document at one or all of these locations below. The links below may have the citation or the entire document for free or you may purchase access to the document. Clicking on these links will change the site you're on and empty your shopping cart.
| Document Type: |
.PDF |
| Page count: |
25 |
| Word count: |
6990 |
| Text sample: |
| Achievement Gap Among Asian American Youths in Urban Context: Significance of Social Class Social Capital and Race Relations A growing body of research shows that co-ethnic networks in forms of entrepreneurship churches and community organizations provide economic and social support for the post-1965 immigrant parents and their second-generation children (Kim 1981; Light 1972; Light and Bonacich 1988; Portes et al. 1993 1996). It is argued that by maintaining strong ties to first-generation co-ethnic networks second-generation children are more likely |
| The inventing and reinventing of “Model Minorities”: The Cultural veil obscuring structural sources of inequality. In T.P. Fong and L.H. Shinagawa (Eds.) Asian Americans: Experiences and Perspectives (pp. 193-212). Englewood Cliffs NJ: Prentice Hall. Zhou M. & Bankston III C. L. (1996). Social capital and the adaptation of the second generation: The case of Vietnamese youth in New Orleans. In A. Portes (Ed.) The new second generation (pp. 197-220). New York: Russell Sage Foundation. Zhou M. & Bankston III |
Similar Titles:
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
|
|
