Parent-child differences in educational expectations and the academic achievement of immigrant and native students
Parent-child differences in educational expectations and the academic achievement of immigrant and native students
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DOI：
10.2307/2673201
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发表时间：
1998-07-01
影响因子：
3.9
通讯作者：
Bonstead-Bruns, M
中科院分区：
文献类型：
--
作者：
Hao, LX;Bonstead-Bruns, M
本文认为，父母和子女的教育期望都受到家庭间社会资本和家庭内部社会资本的刺激，父母和子女对教育期望的一致有助于儿童的成就。对来自四个移民群体（中国人、菲律宾人、韩国人和墨西哥人）和三个本土群体（墨西哥人、黑人和白人）的八年级学生的分析表明，高水平的亲子互动会增加父母和孩子的期望，更高的共同家庭期望会提高成就，而更大的差异会抑制成就。移民身份增加了对中国和韩国家庭的期望，对墨西哥家庭的期望更高，中国背景对孩子的成就有益，而墨西哥背景则有害。然而，在其他条件相同的情况下，较高的母语保留率促进了学业成就，这使墨西哥移民儿童比亚洲同龄人更具优势。
This article argues that both parents' and children's educational expectations are spurred by between-family social capital and within-family social capital and that agreement between parents and children on educational expectations facilitates children's achievement. The analyses of eighth graders from four immigrant groups (Chinese, Filipino, Korean, and Mexican) and three native groups (Mexican, black, and white) indicate that high levels of parent-child interactions increase parents' and children's expectations and that higher shared family expectations enhance achievement and greater differences suppress achievement. Immigrant status increases expectations, for Chinese and Korean families more than for Mexican families, and Chinese background is beneficial for children's achievement, but Mexican background is harmful. However, all else being equal, the higher rate of retention of parental language promotes academic achievement, which gives immigrant Mexican children an advantage over their Asian counterparts.