This dissertation examined the relationship between educational environments and academic achievement of Chinese-American college students—a conspicuous ethnic group with above-average academic records. A two-step sequential interview and survey questionnaire were employed as the primary methods for data collection. In-depth interview was applied to 12 Chinese-American college students with GPA equal to or above 3.5, 10 equal to or under 3.0, and two between 3.0 and 3.5. The analysis of the empirical data indicates that: (1) The participants had higher than average GPA and SAT scores and their selected majors concentrated on sciences and engineering. With an overwhelming majority being first and second generation, the participants had typical bicultural characteristics. Their parents were relatively well educated and had higher than average family income. (2) Familial emphasis on education and the tendency to maximize educational resources contribute to the high academic achievement of Chinese-American college students. (3) Derived from the reciprocal obligations between generations, stable family relations, secure family environment, and consistent parental concern and involvement erect a psychological safety island for Chinese-American college students and encourage high achievement. (4) High educational level and handsome income of the parents, and mindfully rehashed degree sagas, influence and motivate Chinese-American college students and materialize their educational goals. (5) Their determination to realize their goals along an often predetermined educational course drives Chinese-American students to work hard maximizing their capabilities and even stretching beyond their limitations. The goal is so definite or tangible that they seldom digress into other concerns such as racial discrimination or social status as a minority. In conclusion, although there may be many factors that have direct or indirect impact on educational achievement, two are prominent: traditional cultural values and economic status or goal. These two factors interact to promote educational achievement of Chinese-American college students. Traditional cultural values, economic goal, and education, as both means and ends, form a dynamic circle in motion.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-1747 |
| Date | 01 January 1999 |
| Creators | Cao, Zili |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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