Gendered Academic Adjustment among Asian American Adolescents in an Emerging Immigrant Community

Autor/inn/en	Kiang, Lisa; Supple, Andrew J.; Stein, Gabriela L.; Gonzalez, Laura M.
Titel	Gendered Academic Adjustment among Asian American Adolescents in an Emerging Immigrant Community
Quelle	In: Journal of Youth and Adolescence, 41 (2012) 3, S.283-294 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-011-9697-8
Schlagwörter	Student Motivation; Adolescents; Gender Discrimination; Asian Americans; Gender Differences; North Americans; Immigrants; Student Adjustment; Cultural Influences; Academic Aspiration; Goal Orientation; Family Relationship; Student School Relationship + Suchen Sie Ihr Suchwort? Schulische Motivation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Asian immigrant; United States; Asiatischer Einwanderer; USA; Geschlechterkonflikt; Immigrant; Immigrantin; Immigranten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Cultural influence; Kultureinfluss; Zielorientierung; Zielvorstellung; Schüler-Lehrer-Beziehung
Abstract	Research on the academic adjustment of immigrant adolescents has been predominately conducted in large cities among established migration areas. To broaden the field's restricted focus, data from 172 (58% female) Asian American adolescents who reside within a non-traditional or emerging immigrant community in the Southeastern US were used to examine gender differences in academic adjustment as well as school, family, and cultural variables as potential mediators of gender differences found. Results suggest that girls report significantly higher educational goals, intrinsic academic motivation, and utility value of school compared to boys. These gender differences are statistically mediated by ethnic exploration and family processes, most prominently, family respect. School connectedness and perceived discrimination are also associated with academic adjustment at the bivariate level, suggesting that academic success may be best promoted if multiple domains of influence can be targeted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10