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Mathematical Performance of American Youth: Diminished Returns of Educational Attainment of Asian-American Parents

机译:美国青年的数学绩效:亚洲美国父母教育程度减少回报

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The Marginalization-related Diminished Returns (MDR) phenomenon refers to the weaker effects of parental educational attainment for marginalized groups, particularly ethnic minorities. This literature, however, is limited to Blacks and Hispanics; thus, it is not clear if the MDR phenomenon also applies to the educational performance of Asian Americans or not. To explore ethnic differences in the association between parental educational attainment and youth mathematical performance among 10th-grade American high schoolers, this cross-sectional study used baseline data from the Education Longitudinal Study, a national survey of 10th-grade American youth. The analytical sample included a total number of 10,142 youth composed of 1460 (14.4%) Asian-American and 8682 (85.6%) non-Hispanic youth. The dependent variable was youth math performance (standard test score). The independent variable was parental education. Gender, both parents living in the same household, and school characteristics (% students receiving free lunch, urban school, and public school) were the covariates. Ethnicity was the moderating variable. Linear regression was used for data analysis. Overall, parental educational attainment was positively associated with math ability (test score). We observed a statistically significant interaction between ethnicity (Asian American) and parental education attainment on the results of math test scores, indicating that the boosting effect of high parental educational attainment on youth math function is smaller for Asian-American youth than for Non-Hispanic White youth. While high parental educational attainment contributes to youth educational outcomes, this association is weaker for Asian-American youth than non-Hispanic White youth. Diminished returns (weaker effects of parental education in generating outcomes for ethnic minorities) that are previously shown for Hispanics and Blacks also apply to Asian Americans.
机译:与边缘化相关的退货(MDR)现象是指父母教育群体对边缘化群体,特别是少数民族的影响越来越弱。然而,这种文献仅限于黑人和西班牙裔;因此,如果MDR现象也适用于亚裔美国人的教育表现,则不清楚。为了探讨父母教育程度与青年数学绩效之间的族裔差异,这项横断面研究采用教育纵向研究的基线数据,是一项对美国十五年级的国家调查。分析样本包括1460名(14.4%)亚裔美国人和8682(85.6%)非西班牙裔青年组成的总数为10,142青年。从属变量是青年数学性能(标准测试得分)。独立变量是父母教育。性别,生活在同一个家庭的父母以及学校特征(百分比接受免费午餐,城市学校和公立学校)的协变量。种族是调节变量。线性回归用于数据分析。总体而言,父母的教育程度与数学能力有关(测试分数)。我们在数学考试成绩的结果中观察了种族(亚裔美国人)和父母教育之间存在统计上有重大的互动,表明亚裔美国青年的高级父母教育程度对青年数学职能的提升效果比非西班牙语更小白青年。虽然高级父母的教育程度有助于青年教育结果,但这种协会对于亚裔美国青年比非西班牙裔青年青年更弱。以前向西班牙裔和黑人展示的少数民族的少数民族成果的父母教育越来越弱的回报也适用于亚裔美国人。

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