Asian American students have done well in school; they have had higher academic achievements, higher academic scores, lower dropout rates and higher college entrance rates as compared to other minorities and generally other students in the United States (U.S.). A possible explanation to the higher academic performance and achievement of the Asian American students is that they are more likely to have experienced an environment that is conducive to learning at home; their parents were involved and held higher expectations. Immigrant minorities have been found to do well in schools in many parts of the world. Similarly, here in the U.S. there has been increasing evidence that students of Asian ancestry, both immigrants and U.S. born, complete more years of education than most of the other ethnicities. Current research and data on the academic performance of Asian immigrants includes most Asian countries. This study reviewed the current literature regarding the factors that influence the academic performance of "Asian Indian Americans" who attended high schools in the U. S. This correlational study examined the relationship between various factors, such as parental participation, parental expectations and involvement, discipline, cultural beliefs, personal identity and values, language spoken at home, and the academic performance of the Asian Indian Americans.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1538646 |
| Date | 08 1900 |
| Creators | Mathew, Subhas |
| Contributors | Laney, James D., George, Royce J., Brooks, John C., Nievar, Margaret A. |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | x, 115 pages, Text |
| Rights | Use restricted to UNT Community, Mathew, Subhas, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
Page generated in 0.0028 seconds