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01-03-2012 | Empirical Research

Gendered Academic Adjustment among Asian American Adolescents in an Emerging Immigrant Community

Auteurs: Lisa Kiang, Andrew J. Supple, Gabriela L. Stein, Laura M. Gonzalez

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 3/2012

Abstract

Research on the academic adjustment of immigrant adolescents has been predominately conducted in large cities among established migration areas. To broaden the field’s restricted focus, data from 172 (58% female) Asian American adolescents who reside within a non-traditional or emerging immigrant community in the Southeastern US were used to examine gender differences in academic adjustment as well as school, family, and cultural variables as potential mediators of gender differences found. Results suggest that girls report significantly higher educational goals, intrinsic academic motivation, and utility value of school compared to boys. These gender differences are statistically mediated by ethnic exploration and family processes, most prominently, family respect. School connectedness and perceived discrimination are also associated with academic adjustment at the bivariate level, suggesting that academic success may be best promoted if multiple domains of influence can be targeted.

vorige artikel Adolescent Girls’ Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English

volgende artikel Extracurricular Participation and Academic Outcomes: Testing the Over-Scheduling Hypothesis

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Titel: Gendered Academic Adjustment among Asian American Adolescents in an Emerging Immigrant Community
Auteurs: Lisa Kiang
Andrew J. Supple
Gabriela L. Stein
Laura M. Gonzalez
Publicatiedatum: 01-03-2012
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 3/2012
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-011-9697-8

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