Asian-American educational achievements. A phenomenon in search of an explanation.
Asian-American educational achievements. A phenomenon in search of an explanation.
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亚裔美国人的教育成就。
DOI：
10.1037//0003-066x.45.8.913
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发表时间：
1990
期刊：
影响因子：
--
通讯作者：
Okazaki,S
中科院分区：
文献类型：
--
作者：
Sue,S;Okazaki,S
人们对亚裔美国人的学术成就给予了相当大的关注，因为有一致的证据表明，这一人口在教育方面具有很高的流动性。为了解释这种成就模式，研究人员在很大程度上将他们的调查局限于两种截然不同的假设之一，这两种假设涉及：(a)亚洲人和白人之间智力的遗传差异；(b)促进教育努力的亚洲文化价值观。研究结果对遗传假说的有效性提出了严重的质疑。然而，一直未能找到强有力的经验支持关于文化价值的替代假设。在相对功能主义的概念下，亚裔美国人认为并经历了与教育无关的职业或工作向上流动的限制。因此，教育的重要性超出了文化价值观所能预测的范围。注意到这一观点的研究和政策含义。
Considerable attention has been paid to the academic achievements of Asian Americans because there is convergent evidence that this population has attained high educational mobility In trying to explain the achievement patterns, researchers have largely limited their investigations to one of two contrasting hypotheses involving (a) hereditary differences in intelligence between Asians and Whites and (b) Asian cultural values that promote educational endeavors. Research findings have cast serious doubt over the validity of the genetic hypothesis. Yet, there has been a failure to find strong empirical support for alternative hypothesis concerning cultural values. It is proposed, under the concept of relative functionalism, that Asian Americans perceive, and have experienced, restrictions in upward mobility in careers or jobs that are unrelated to education. Consequently, education assumes importance, above and beyond what can be predicted from cultural values. Research and policy implications of this view are noted.