Chinese Australians' Chineseness and Their Mathematics Achievement: The Role of Habitus

Autor/in	Mu, Guanglun Michael
Titel	Chinese Australians' Chineseness and Their Mathematics Achievement: The Role of Habitus
Quelle	In: Australian Educational Researcher, 41 (2014) 5, S.585-602 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-014-0152-1
Schlagwörter	Asians; Questionnaires; Self Concept; Foreign Countries; Comparative Education; Mathematics Achievement; High Achievement; Mixed Methods Research; Social Capital; Interviews; Role; Student Attitudes; Cultural Influences; Asian Culture; Australia + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Fragebogen; Selbstkonzept; Ausland; Vergleichende Erziehungswissenschaft; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sozialkapital; Interviewing; Interviewtechnik; Rollen; Schülerverhalten; Cultural influence; Kultureinfluss; Australien
Abstract	Large-scale international comparative studies and cross-ethnic studies have revealed that Chinese students, living either in China or overseas, consistently outperform their counterparts in mathematics. Empirical research has discussed psychological, educational, and cultural reasons behind Chinese students' better mathematics performance. However, there is scant sociological investigation of this phenomenon. The current mixed methods study aims to make a contribution in this regard. The study conceptualises Chineseness through Bourdieu's sociological notion of habitus and considers this habitus of Chineseness generating, but not determining, mechanism that underpins commitment to mathematics learning. The study firstly analyses the responses of 230 Chinese Australian participants to a set of questionnaire items. Results indicate that the habitus of Chineseness significantly mediates the relationship between participants' commitment to mathematics learning and their mathematics achievement. The study then reports on the interviews with five participants to add nuances and dynamics to the mediating role of habitus of Chineseness. The study complements the existing literature by providing sociological insight into the better mathematics achievement of Chinese students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10