Toward cultural/ecological perspectives on schooling and achievement in African- and Asian-American children.
The review acknowledges that research on the family and its contribution to achievement in ethnic minority children is important. Past research and theorizing suggest the need for new directions, however. For example, research in educational achievement predicts educational failure for African-American students and educational success for Asian-American students. Little differentiation is made either among African-Americans or among Asian-Americans of different cultural, language, immigration, and economic backgrounds. The theory and design of research on family and educational achievement have been influenced by prevailing societal stereotypes. Research and policy implications of this review include the need to move toward cultural/ecological theories of achievement socialization and development.
School of Education and Social Policy, Northwestern University, Evanston, IL 60208.
D T
DT
Slaughter-Defoe
K
K
Nakagawa
R
R
Takanishi
D J
DJ
Johnson
D000124:Achievement; D001741:Black or African American / Q000523:psychology*; D001213:Asian / Q000523:psychology*; D044383:Black People; D002648:Child; D003431:Cross-Cultural Comparison; D006801:Humans; D007564:Japan / Q000208:ethnology; D007859:Learning Disabilities / Q000523:psychology*; D012307:Risk Factors; D012931:Social Environment; D014481:United States