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Socio-cultural factors in the educat...

Saito, Lynne T.

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Socio-cultural factors in the educational achievement of Vietnamese American high school students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Socio-cultural factors in the educational achievement of Vietnamese American high school students./
作者:	Saito, Lynne T.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1999,
面頁冊數:	162 p.
附註:	Source: Dissertations Abstracts International, Volume: 61-08, Section: A.
Contained By:	Dissertations Abstracts International61-08A.
標題:	Educational psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9942716
ISBN:	9780599443600

Socio-cultural factors in the educational achievement of Vietnamese American high school students.
Saito, Lynne T.

Socio-cultural factors in the educational achievement of Vietnamese American high school students. - Ann Arbor : ProQuest Dissertations & Theses, 1999 - 162 p.

Source: Dissertations Abstracts International, Volume: 61-08, Section: A.

Thesis (Ed.D.)--University of California, Irvine, 1999.

This item must not be sold to any third party vendors.

The continuing differences in educational achievement among various ethnic groups suggest that ethnicity may mediate the processes involved in academic outcomes. In that most are either children of immigrants or immigrants themselves, the Vietnamese-American student population provides a unique opportunity to study socio-cultural components of ethnicity that predict within group differences in educational achievement. This study was conducted in three phases. The first phase was exploratory using Vietnamese community and student interviews to define the research questions: (1) What socio-cultural factors are associated with variation in motivation and academic achievement of Vietnamese high school students?, (2) How do Vietnamese students ethnically define themselves and what cultural values and beliefs are associated with this ethnic-social identity?, and (3) What goal orientations do they hold and are they related to achievement? Information from the interviews helped to develop a survey instrument completed by 172 Vietnamese 12th-grade students in the second phase of the study. The survey addressed background, motivational, and ethnicity variables. In the third phase, additional student, parent, and educator interviews explored in more depth the socio-cultural explanations for achievement variation. Academic achievement was indexed as cumulative high school grade point average (GPA) and as acceptance to post-secondary programs ranked according to difficulty in admission standards (FallPlans). Students in the study had, on average, a 3.3 GPA or B+ average, and 98% had enrolled to attend college after graduation. Females outperformed males in GPA (r = .237, p < .001) and in more rigorous FallPlans (r = .250, p < .001). The study found that socio-economic status (SES) in the United States was not associated with achievement. However, SES in Vietnam, particularly mother's SES, was correlated with FallPlans of daughters (r = .472, p < .001). Also, closer student identification with the Asian culture in terms of Vietnamese language fluency, peer affiliation, generational status, and endogamy views predicted higher academic achievement. Despite student reported differences between parent and student cultural values, student perception of their parents' value orientations predicted their own work and family value orientations. Finally, students tended to be high on both mastery and performance orientation measures with mastery orientation predicting the use of self-regulated learning strategies.

ISBN: 9780599443600Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Achievement

Socio-cultural factors in the educational achievement of Vietnamese American high school students.
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520 $a The continuing differences in educational achievement among various ethnic groups suggest that ethnicity may mediate the processes involved in academic outcomes. In that most are either children of immigrants or immigrants themselves, the Vietnamese-American student population provides a unique opportunity to study socio-cultural components of ethnicity that predict within group differences in educational achievement. This study was conducted in three phases. The first phase was exploratory using Vietnamese community and student interviews to define the research questions: (1) What socio-cultural factors are associated with variation in motivation and academic achievement of Vietnamese high school students?, (2) How do Vietnamese students ethnically define themselves and what cultural values and beliefs are associated with this ethnic-social identity?, and (3) What goal orientations do they hold and are they related to achievement? Information from the interviews helped to develop a survey instrument completed by 172 Vietnamese 12th-grade students in the second phase of the study. The survey addressed background, motivational, and ethnicity variables. In the third phase, additional student, parent, and educator interviews explored in more depth the socio-cultural explanations for achievement variation. Academic achievement was indexed as cumulative high school grade point average (GPA) and as acceptance to post-secondary programs ranked according to difficulty in admission standards (FallPlans). Students in the study had, on average, a 3.3 GPA or B+ average, and 98% had enrolled to attend college after graduation. Females outperformed males in GPA (r = .237, p < .001) and in more rigorous FallPlans (r = .250, p < .001). The study found that socio-economic status (SES) in the United States was not associated with achievement. However, SES in Vietnam, particularly mother's SES, was correlated with FallPlans of daughters (r = .472, p < .001). Also, closer student identification with the Asian culture in terms of Vietnamese language fluency, peer affiliation, generational status, and endogamy views predicted higher academic achievement. Despite student reported differences between parent and student cultural values, student perception of their parents' value orientations predicted their own work and family value orientations. Finally, students tended to be high on both mastery and performance orientation measures with mastery orientation predicting the use of self-regulated learning strategies.
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