ERIC Number: ED389421
Record Type: RIE
Publication Date: 1995-Oct
Success in School: The Journey of Two Chinese-American Families. Report No. 31.
Siu, Sau-Fong; Feldman, Jay
This 3-year study examined how 10 Chinese-American families from various socioeconomic and educational backgrounds fostered their children's success in school through personal, family, ethnic community, and mainstream community resources, focusing on the experiences of two particular families. The study grouped the families into three types: (1) those in which at least one parent had been born in the United States and had gone through the American educational system; (2) those in which both parents were immigrants who did not attend school in the United States; and (3) those in which both parents were immigrants who had received some schooling in the United States. The study compares a Type 1 and Type 2 family through case studies of what two such families did to enhance their children's school achievement. It found that Type 1 families did not exhibit the intensive preschool academic preparation, close monitoring behavior, and protective stance associated with Type 2 immigrant families, since the Type 1 families were more secure in the sense that their children will be successful. (MDM)
Descriptors: Academic Achievement, Asian American Students, Case Studies, Chinese Americans, Chinese Culture, Cultural Differences, Cultural Influences, Educational Attitudes, Elementary Secondary Education, Extracurricular Activities, Immigrants, Longitudinal Studies, Parent Attitudes, Parent Role, Parent Student Relationship, Preschool Education, Socioeconomic Influences
Center on Families, Communities, Schools, and Children's Learning, Johns Hopkins University, 3505 North Charles St., Baltimore, MD 21218.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center on Families, Communities, Schools, and Children's Learning.; Wheelock Coll., Boston, MA.
Grant or Contract Numbers: N/A