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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:

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:

Math Achievement, Asian Americans, Cultural Values, Social Capital, Parental Involvement, Mediators
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Association:
Name: American Sociological Association
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http://www.asanet.org


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URL: http://citation.allacademic.com/meta/p104473_index.html
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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>. 2017-01-23 <http://citation.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>. 2017-01-23 from http://citation.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Publication Type: Conference Paper/Unpublished Manuscript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.


Similar Titles:
Parent School-based Involvement and Children’s Academic and Social Development in Elementary Years: A Longitudinal Study

Effects of Family Violence and Social Support on Behavior Problems among Asian and Asian American Students

A Qualitative Study on Having a Parent as Teacher and its Effects on Student Academic Achievement and Relationships in a Non-Collegiate, Public School Setting


 
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