Ethnic Differences in Early Math Learning: A Comparison of Chinese-American and Caucasian-American Families.

Autor/inn/en	Huntsinger, Carol S.; und weitere
Titel	Ethnic Differences in Early Math Learning: A Comparison of Chinese-American and Caucasian-American Families.
Quelle	(1994), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Chinese Americans; Comparative Analysis; Cross Cultural Studies; Cultural Differences; Early Childhood Education; Educational Attitudes; Ethnomathematics; Family Environment; Mathematics Achievement; Parent Attitudes; Parent Student Relationship; Parents as Teachers; Predictor Variables; Racial Differences; Spatial Ability; Visual Discrimination; Vocabulary Development; Whites; Writing Skills; Young Children; Illinois + Suchen Sie Ihr Suchwort? Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Familienmilieu; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternverhalten; Prädiktor; Rassenunterschied; Räumliches Vorstellungsvermögen; Wortschatzarbeit; White; Weißer; Writing skill; Schreibfertigkeit; Frühe Kindheit
Abstract	This study compared Chinese-American and Caucasian-American children and families in order to better understand which cultural and family characteristics, parent beliefs, and parent practices operate at the early childhood level to produce the more uniform high level of math achievement among Asian-American children. Forty second-generation Chinese-American and 40 Caucasian-American preschoolers and kindergartners from well-educated, 2-parent families were given math, name writing, visual discrimination, spatial relation, and vocabulary measures. Parents completed questionnaires, interviews, and a social behaviors checklist. The study found that Chinese-American children outperformed Caucasian-American children on measures of mathematics, spatial relations, visual discrimination, numeral formation, and name writing. Caucasian-American children had higher scores on receptive English vocabulary. Chinese-American parents indicated a stronger belief in the role of hard work and early skill development in academic achievement, gave more direct math instruction, structured their children's time to a greater degree, and reported more encouragement for math-related activities than did Caucasian-American parents. Ethnicity, parents' child-specific attitudes, and directive teaching techniques were the strongest predictors of child math performance, numeral formation, and motor coordination. Six tables showing study data are included. A description of Chinese-American and Caucasian-American parent characteristics is appended. Contains 29 references. (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC