A Qualitative Analysis of Educational Messaging: Case Studies of Four Low-Income Chinese American Youth

Autor/inn/en	Bempechat, Janine; Cheung, Amy; Li, Jin
Titel	A Qualitative Analysis of Educational Messaging: Case Studies of Four Low-Income Chinese American Youth
Quelle	In: Journal of Ethnographic & Qualitative Research, 15 (2021) 3, S.173-190 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	Chinese Americans; Language Usage; Parent Child Relationship; Discourse Analysis; Low Income Students; Academic Achievement; Socialization; Parent Attitudes; Parent Aspiration; Immigrants; Well Being; High School Students; Grade Point Average; Student Attitudes; Case Studies; Student Motivation; High Achievement; Low Achievement; Comparative Analysis + Suchen Sie Ihr Suchwort? Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Sprachgebrauch; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Diskursanalyse; Schulleistung; Socialisation; Sozialisation; Elternverhalten; Elternwille; Immigrant; Immigrantin; Immigranten; Well-being; Wellness; Wohlbefinden; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Case study; Fallstudie; Case Study; Schulische Motivation; Unterdurchschnittliche Leistung
Abstract	We present in-depth cases of four low-income Chinese American adolescents' perceptions of their parents' educational messages using a discourse analytic approach. We asked how students construct and draw on discourses in order to produce interpretations of their schooling responsibilities, in light of parental messages. Our analysis uncovered how parents used language in order to impart educational messages, how students differentially constructed these messages, and how they experienced themselves through the varied discourses. The diverse discourses were key to understanding how the students constructed their realities and served to shape possible actions, as well as subjective experiences. Our findings reveal that even when achievement outcomes look the same on the surface, the discursive logic that students draw on in order to explain their achievement and their parents' educational messaging can be distinct. Our findings rebut the model minority myth and show how these youth differ from one another by deriving meaning and motivation for their education in varied ways. (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.jeqr.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01