ERIC Number: ED365544
Record Type: Non-Journal
Publication Date: 1993-Mar
Reference Count: N/A
Ethnic Differences in Mathematics Teaching Styles: Chinese-American and Caucasian-American Mother-Father-Daughter Triads.
Huntsinger, Carol S.; Jose, Paul E.
Chinese-American girls perform as well as Chinese-American boys at higher levels of mathematics. Caucasian-American girls perform significantly less well than Caucasian-American boys. This study, designed to examine factors involved in this differential, contrasts 25 first generation Chinese-American mother-father pairs and 27 Caucasian-American mother-father pairs guiding their fifth- and sixth-grade daughters in solving math-related computer problems. Caucasian-American parents used more verbal mediation, displayed more emotion, relied more on questioning, used more encouraging and discouraging comments, and focused on the computer monitor less than did Chinese-American parents. Daughters' mathematics achievement test scores and mathematics grades were negatively related to mothers' verbal partipation for Chinese-Americans and to fathers' verbal participation for Caucasian-Americans. (Contains 20 references.) (Author)
Descriptors: Chinese Americans, Correlation, Cultural Differences, Elementary School Students, Ethnomathematics, Females, Grade 5, Grade 6, Intermediate Grades, Interviews, Mathematics Achievement, Mathematics Education, Multivariate Analysis, Parent Child Relationship, Questionnaires, Teaching Styles, Verbal Communication, Whites
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A