Toward an Understanding of Chinese-American Educational Achievement: A Literature Review. Report No. 2.

Autor/in	Siu, Sau-Fong
Institution	Center on Families, Communities, Schools, and Children's Learning.; Wheelock Coll., Boston, MA.
Titel	Toward an Understanding of Chinese-American Educational Achievement: A Literature Review. Report No. 2.
Quelle	(1992), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; Adjustment (to Environment); Chinese Americans; Cultural Background; Cultural Influences; Educational Attitudes; Elementary Secondary Education; Family Influence; Folk Culture; High Achievement; Literature Reviews; Minority Group Children; Parent Attitudes; Parent Student Relationship; Public Education; Social Values; Socialization; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Schulleistung; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Cultural influence; Kultureinfluss; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Elternverhalten; Öffentliche Erziehung; Sozialer Wert; Socialisation; Sozialisation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This literature review addresses the relatively recent perception of Chinese-Americans as superachievers by examining empirical research studies, statistical data, historical accounts, fiction, biographies, autobiographies, and newspaper stories. It is argued that only with a historical perspective can the myths be sorted from the realities about Chinese-American educational achievement. In an effort to look at structural factors that may constrain or extend options for individual families, the review discusses events and traditions in the homeland that illuminate the roots of cultural values and practices that are conducive to school success. Also discussed are the interactions of the Chinese community in the United States with mainstream American society. It is contended that these interactions have shaped Chinese-American families' values and practices and the ways in which Chinese-American families define social reality for their offspring. A discussion of the history of Chinese-Americans is divided into four periods: (1) the pre-exclusion era; (2) the exclusion era, 1882-1943; (3) the period from the repeal of the exclusion law in 1943 to the Immigration and Nationality Act Amendments of 1965; and (4) the post-1965 era. For each period, discussion concerns immigration policy, American society's treatment of the Chinese, and the Chinese community's adaptation and coping. The review concludes with a consideration of implications for teachers, policymakers, and individuals concerned with education. Appended is a bibliography of 126 references. (GLR)
Anmerkungen	Center on Families, Communities, Schools, and Children's Learning, Publications, The Johns Hopkins University, 3505 North Charles Street, Baltimore, MD 21218 ($5.40).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC