What Accounts for Chinese-American Children's High Academic Performance: A Literature Review Of Parental Influences And Home Environment

Abstract

The Asian population is one of the largest linguistically and culturally diverse groups in the United States. The 2000 Census indicated a total population of 281.4 million. Of that total 11.9 million, or 4.2%, were reported to be Asian. The Chinese population (not including Taiwanese) represented 2,734,841, or 23% of the total Asian population, and can be classified as a minority group. It has been noteworthy that Chinese-American students excel in school in the United States (Huntsinger et al., 2000; Huntsinger, Larson, & Krieg, 1998; Stevenson et al., 1990; Tsai, 1992). Therefore, Chinese-Americans are often called the “model minority“ today in the United States (Huntsinger et al, 2000; Lee, 2002; Louie, 2001; Siu, 1992, 1996a; Stevenson et al, 1990; Tsai, 1992). The school success of Chinese-American gifted and talented children has been studied and explained. For example, Zhang and Carrascjuillo (1995) stated that immigrant Chinese parents are renowned for their willingness to sacrifice for the sake of their children's education. In return, these parents tend to demand and expect that their children will do well academically in school and be aware of the sacrifices their parents have made for them (Carrascjuillo & London, 1993; Mordkowitz & Ginsburg, 1986). Accordingly, most Chinese-American children work hard to meet their parents' expectations of excellent performance in school Parental influence and home environment have been considered significant factors in children's development and academic achievement. Some research (Becher, 1984) has provided convincing evidence regarding the crucial role parents play in the development and education of their children. Home environment plays a key role in children's development (Goodman & Goodman, 1990). From birth, children are engaged in various interactions with family members, and therefore parental involvement has an important impact on children's academic achievement (Baker & Stevenson, 1986; Becher, 1984; F ehrmann, Keith & Reimers, 1987; Grolnick, Benjet, Kurowski, & Apostoleris, 1997; Morrow, 1983; Seginer, 1986). The role of parents is very important and influential in children's continuing development and achievement (Zhang & Carrasquillo, 1995). Hence, this article focuses on reviewing research on parental influences and home environment.