Search

Presumed competent, Asian Americans exhibit the highest level of education and median household income of all major US ethnoracial groups. On average, they outpace all groups in the domain of education, yet they do not maintain their advantage in the labor market. The question of bias against Asian Americans has taken center stage in the most recent US Supreme Court ruling on affirmative action, but the attention has been on university admissions. We broaden the focus and rewrite the question to consider how Asian Americans seek to preempt bias in the labor market by strategically adapting to mitigate it. Strategic adaptation begins with precollege education, continues with college choice and major, and entails acquiring elite credentials that signal hard skills and merit. The strategy falls short of obviating bias altogether, however. We show how Asian Americans' labor market earnings and mobility vary by gender, nativity, national origin, place of education, and field of study. [ABSTRACT FROM AUTHOR]

Dhingra takes issue, though, with the problematizing of supplemental I academic i programs and competitions, particularly alongside the normalization of other extracurricular, particularly sports, programming, and competitions. Dhingra deeply enters the world of spelling bee competitions, supplementing his observations in these arenas with observations from math competitions and extracurricular math supplemental programming. Spelling bee competitions have become a place for South Asian-American children to excel, and they have consistently won these competitions over the past decade. [Extracted from the article]

Less privileged students disproportionately aim low with their university applications and often fail to apply to the institutions that match their academic qualifications. Little attention, however, has been directed toward the converse phenomenon, that of aiming high. These kinds of applications are commonly called 'reaches,' meaning an applicant's credentials fall slightly below the institution's range for the average first-year student. Using nationally representative survey data from the United States, this study examines whether social background predicts the likelihood of applying to reach institutions and assesses the consequences for disparities in enrollments. We find a strong relationship between students' socioeconomic background and their likelihood of applying to reach institutions, even after controlling for a range of academic and non-academic characteristics. Further, there is a substantial pay-off to applying to reach institutions, revealing the degree to which these class-based choices at the application stage contribute to the social stratification of higher education. [ABSTRACT FROM AUTHOR]

Copyright of City & Community is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on the changing racial composition of schools in the U.S. and its effect on the perceived quality of schools from 1999 to 2012, with a focus on the metropolitan area of Philadelphia, Pennsylvania. The authors explore the impact of moderate changes in the representation of black students in U.S. schools during the time frame of four to five years. The authors discuss the role of racial threat theory relating to their research findings. The authors contend that despite the current conditions of the schools, including changes in school safety, standardizes test scores and school poverty, that white neighborhood residents tend to perceive a reduction of the quality of their schools.

Copyright of Comparative Education Review is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

According to the majority-minority paradigm, racial and ethnic minorities have lower socioeconomic characteristics than whites owing to discrimination. Asian Americans defy this conventional view, however, at least on average. Asian Americans tend to have higher mean levels of educational achievements, and several recent studies indicate approximate parity with whites in most arenas of the labor market for those Asian Americans who were schooled in the United States. Their favorable socioeconomic outcomes stand in contrast to the widespread discrimination and labor market disadvantages that Asian Americans encountered during the earlier part of the twentieth century. The improved opportunities for Asian Americans suggest increasingly successful interrelations with whites in the post-Civil Rights era, with its more multicultural ethos. Less encouragingly, the favorable average socioeconomic profile of Asian Americans in the post-Civil Rights era in part reflects the rising significance of class resources and associated inequalities. The latter trend is evident in the notable socioeconomic variability within the racial category of Asian Americans. [ABSTRACT FROM AUTHOR]

This article explores the relationship between economic potential and rates of entry into marriage and cohabitation. Using data from the 1990 census and the 1980-1992 High School and Beyond (Sophomore Cohort), we developed a method for explicitly estimating five time-varying measures of earnings potential. The analyses of union formation are based on an intergenerational panel study of parents and children, to which our measures of earnings potential were appended. The results indicate that all five measures of earnings potential strongly and positively influence the likelihood of marriage for men, but not for women. Earnings potential does not affect entry into cohabiting unions for either men or women. [ABSTRACT FROM AUTHOR]

This article explores the relationship between economic potential and rates of entry into marriage and cohabitation. Using data from the 1990 census and the 1980- 1992 High School and Beyond (Sophomore Cohort), we developed a method for explicitly estimating five time-varying measures of earnings potential. The analyses of union formation are based on an intergenerational panel study of parents and children, to which our measures of earnings potential were appended. The results indicate that all five measures of earnings potential strongly and positively influence the likelihood of marriage for men, but not for women. Earnings potential does not affect entry into cohabiting unions for either men or women. [ABSTRACT FROM AUTHOR]

Although sociologists have found direct links between parents' education and the high school and college educational attainments of their offspring, researchers have been surprised to find no parental effects on educational enrollments beyond college. Postgraduate matriculation appears to result from academic success in college, divorced from parents' educational capital. Using new data from the Baccalaureate and Beyond Longitudinal Study, the authors reexamine this issue and extend the literature by disaggregating graduate programs by type. They find that parents' education has no effect on their children's entry into MBA programs and only a small influence on entry into master's programs; however, there is a strong effect of parents' education on entry into first-professional and doctoral programs. The role of parental education is largely indirect, working primarily through the characteristics of a student's undergraduate institution, academic performance, educational expectations, and career values. In addition, college performance maintains a strong, independent effect on enrollment in graduate school. [ABSTRACT FROM AUTHOR]

This research considers the influence of both familial and non-familial social capital on the study habits of two recent immigrant groups: Vietnamese Americans and Mexican Americans. Using the 1988-1990 National Educational Longitudinal Study and qualitative data from a twoyear study of minority students' experiences in a California high school, we find that Vietnamese students study more than do Mexican students because they have more positive peer associations and more supportive relationships with teachers than do Mexican students. Contrary to popular belief, this research suggests that family practices do not sufficiently explain why Vietnamese students study more than Mexican students. [ABSTRACT FROM AUTHOR]

Presents a mixed-methods case study focused on the Vietnamese American and Mexican American racial and ethnic groups to examine minority education in a post-affirmative action era. Presence of inequality in schools; Importance of peer and teacher relationships for Vietnamese American youth; Suggestion that affirmative action was abandoned too early.

The study presented here explored three factors that may explain why distinct Asian American groups have higher educational expectations than do whites: favorable socioeconomic and background characteristics, demonstrated academic ability, and parents' high expectations. With data from the National Educational Longitudinal Study, the authors used linear and logistic multivariate regression models to examine these differences in educational expectations. The analyses indicated that although all Asian American ethnic groups have higher expectations than whites, the higher educational expectations of Asian American groups that are well assimilated into U.S. society are principally influenced by socioeconomic and demographic factors. Parental expectations generally explain a large portion of children's high educational expectations for all Asian American groups. [ABSTRACT FROM AUTHOR]

This article examines the socioeconomic and demographic correlates that are associated with whether biracial children with an Asian parent are racially identified with their Asian parent or with their non-Asian parent. With data extracted from the 5-percent Public Use Microdata Sample (PUMS) of the 1990 census, we take into account explanatory variables at three levels: the child's characteristics, the parents' characteristics, and the locale's racial composition. Our results indicate that the racial identification of biracial children with an Asian parent is to a large extent an arbitrary option within today's prevailing racial classification scheme. We find empirical evidence in support of the theoretical proposition that both assimilation and awareness of Asian heritage affect the racial identification of biracial children with an Asian parent. [ABSTRACT FROM AUTHOR]