Effects of Cultural and Social Structural Factors on the Achievement of White and Chinese American Students at School Transition Points

By R. Pearce. 2006

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A review of the relationship between parental involvement indicators and academic achievement (2018, background): “Studies that focus on parental expectations generally report a positive association with academic achievement (Antonopoulou, Koutrouba, & Babalis, 2011; Carranza, You, Chhuon, & Hudley, 2009; Choi, Chang, Kim, & Reio, 2015; Fan, Williams, & Wolters, 2012; Gordon & Cui, 2012; Pearce, 2006; SimonsMort”
Parent Involvement in Children’s Education (2009, background): “Previous studies also found that Chinese parents rarely took part in PTOs, especially when they came from economically disadvantaged backgrounds (Pearce, 2006; Pearce & Lin, 2004).”
A Quantitative Assessment of Lareau’s Qualitative Conclusions About Class, Race, and Parenting (2011, background): “A more nuanced approach to cultural differences in parenting strategies for immigrant groups is a notable avenue for future research (e.g., Pearce, 2006; Sun, 1998)—one that is needed in the diversifying ethnic context of the United States.”
Parental Expectations and Children's Academic Performance in Sociocultural Context (2010, background): “…or significant pathways between parental expectations and achievement for European American families (Davis-Kean 2005; Entwisle and Alexander 1990; Neuenschwander et al. 2007; Okagaki and Frensch 1998; Pearce 2006; Peng and Wright 1994; Phillipson and Phillipson 2007; Sy and Schulenberg 2005).”