The Asian American Advantage in Math among Young Children
| Autor: | Priyank G. Shah, Benjamin G. Gibbs, Jonathan A. Jarvis, Douglas B. Downey |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
White (horse)
Sociology and Political Science media_common.quotation_subject 05 social sciences Ethnic group 050301 education 050109 social psychology School entry Developmental psychology Asian americans Reading (process) Cohort 0501 psychology and cognitive sciences Early childhood Cognitive skill 0503 education Social psychology media_common |
| Zdroj: | Sociological Perspectives. 60:315-337 |
| ISSN: | 1533-8673 0731-1214 |
| DOI: | 10.1177/0731121416641676 |
| Popis: | Asian American children exhibit stronger math and reading skills than white children at school entry, a pattern that has motivated scholars to examine early childhood to determine when and why these gaps form. Yet, to date, it has been unclear what parenting practices might explain this “Asian Advantage.” Analyzing more than 4,100 children from the Early Childhood Longitudinal Study –Birth Cohort, we find that the role of parenting is complex. Asian American parents have high educational expectations compared with whites but are less engaged in traditional measures of parenting (e.g., reading to the child, maternal warmth, parent-child relationship), and these differences matter for understanding the Asian American/white math advantage in early childhood. Thus, even by age four, Asian American parents (across ethnic subgroups) play an important but complex role in the development of a child’s cognitive skills in the first few years of life. |
| Databáze: | OpenAIRE |
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