Examining the Academic Achievement–Delinquency Relationship Among Southeast Asian Americans

2017 ◽  
Vol 62 (6) ◽  
pp. 1556-1572 ◽  
Author(s):  
Laura Bui
Keyword(s):  
Academic Achievement ◽  
Asian Americans ◽  
Asian American ◽  
Delinquent Behavior ◽  
Southeast Asian ◽  
Children Of Immigrants ◽  
Southeast Asian Americans ◽  
Causal Inferences ◽  
Poor Academic Performance ◽  
Using Data

The extent to which poor academic achievement is strongly related to delinquency among Southeast Asian Americans (SEAA) remains unclear; reasons are methodological limitations and aggregated findings for Asian Americans, which mask evidence that SEAA have a higher prevalence of criminality and poor academic performance than other Asian American groups. The present study examines the academic achievement—delinquency relationship in a diverse group of 1,214 SEAA using data from the Children of Immigrants Longitudinal Study (CILS). Propensity score matching (PSM) was used to make causal inferences and assess whether poor academic achieving SEAA, after being matched with higher academic achieving SEAA, displayed a higher prevalence of delinquency. Findings showed that, even after matching, poor academic achieving SEAA were still more likely to exhibit delinquent behavior than those who performed academically better. Interventions targeting SEAA communities will need to focus more on improving academic achievement to directly prevent and decrease delinquent behavior.

Southeast Asian Americans

2015 ◽  
Author(s):  
Chia Youyee Vang
Keyword(s):  
United States ◽  
Southeast Asia ◽  
Asian Americans ◽  
Asian American ◽  
The United States ◽  
The Philippines ◽  
Southeast Asian ◽  
Southeast Asian Americans ◽  
Socialist Republic ◽  
Brunei Darussalam

In geopolitical terms, the Asian sub-region Southeast Asia consists of ten countries that are organized under the Association of Southeast Asian Nations (ASEAN). Current member nations include Brunei Darussalam, Kingdom of Cambodia, Republic of Indonesia, Lao People’s Democratic Republic (Laos), Malaysia, Republic of the Union of Myanmar (formerly Burma), Republic of the Philippines, Singapore, Kingdom of Thailand, and Socialist Republic of Vietnam. The term Southeast Asian Americans has been shaped largely by the flow of refugees from the American War in Vietnam’ however, Americans with origins in Southeast Asia have much more diverse migration and settlement experiences that are intricately tied to the complex histories of colonialism, imperialism, and war from the late 19th through the end of the 20th century. A commonality across Southeast Asian American groups today is that their immigration history resulted primarily from the political and military involvement of the United States in the region, aimed at building the United States as a global power. From Filipinos during the Spanish-American War in 1898 to Vietnamese, Cambodian, Lao, and Hmong refugees from the American War in Vietnam, military interventions generated migration flows that, once begun, became difficult to stop. Complicating this history is its role in supporting the international humanitarian apparatus by creating the possibility for displaced people to seek refuge in the United States. Additionally, the relationships between the United States, Malaysia, Indonesia, and Singapore are different from those of other SEA countries involved in the Vietnam War. Consequently, today’s Southeast Asian Americans are heterogeneous with varying levels of acculturation to U.S. society.

The Mean is Not Enough: Using Quantile Regression to Examine Trends in Asian–White Differences Across the Entire Achievement Distribution

2009 ◽  
Vol 111 (5) ◽  
pp. 1274-1295 ◽  
Author(s):  
Spyros Konstantopoulos
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Achievement Gap ◽  
Quantile Regression ◽  
Asian Americans ◽  
Asian American ◽  
White Students ◽  
Model Minority ◽  
High Achievers

Background In recent years, Asian Americans have been consistently described as a model minority. The high levels of educational achievement and educational attainment are the main determinants for identifying Asian Americans as a model minority. Nonetheless, only a few studies have examined empirically the accomplishments of Asian Americans, and even fewer studies have compared their achievement with other important societal groups such as Whites. In addition, differences in academic achievement between Asian Americans and Whites across the entire achievement distribution, or differences in the variability of the achievement distribution, have not been documented. However, this is an important task because it provides information about the achievement gap for lower, average, and higher achieving students. Purpose The present study examines differences in academic achievement between Asian American and White students in average scores (e.g., middle of the achievement distribution), in extreme scores (e.g., the upper and the lower tails of the achievement distribution), and in the variability of the achievement distribution. The main objective of this study is to determine the achievement gap between Asian American and White students in the lower and upper tails of the achievement distribution to shed some light on whether the achievement gap between the two groups varies by achievement level. Participants I use data from four national probability samples of high school seniors to examine Asian American–White differences in achievement from 1972 to 1992. Specifically, I used data from the base year of the NLS (NLS:72), the base year of the High School and Beyond (HSB) survey of 1980, the first follow-up of the HSB survey in 1982 (that is HSB:80, HSB:82), and the second follow-up of NELS (NELS:92). Research Design The study is correlational and uses quantile regression to analyze observational data from the 1970s, 1980s, and 1990s. Findings The findings indicate that the Asian American–White gap is more pronounced in mathematics than in reading. In 1992, the gap in the middle and the upper tail of the mathematics distribution is greater than one third of a SD, which is not a trivial gap in education. In reading, the gap is overall smaller, and nearly one third of a SD in 1992 in the upper tail (favoring Asian students). Conclusions It appears that Asian American students are indeed a model minority group that performs not only at similar levels but also at higher levels than the majority group, especially among high achievers in mathematics (and reading in the 1990s).

scholarly journals Context Diversity Predicts the Extent to Which the American Identity Is Implicitly Associated with Asian Americans and European Americans

2021 ◽  
Author(s):  
Thierry Devos ◽  
Melody Sadler
Keyword(s):  
Ethnic Groups ◽  
Asian Americans ◽  
Asian American ◽  
Ethnic Diversity ◽  
Metropolitan Areas ◽  
Structural Characteristics ◽  
American Identity ◽  
Minority Representation ◽  
European Americans ◽  
Using Data

Prior research documents that Asian Americans are implicitly seen as less American than European Americans (implicit American = White effect). The aim of the present research was to test whether this effect is weaker in more ethnically diverse metropolitan areas. Data from the 2010 U.S. Census were utilized to compute three indicators of context ethnic diversity: minority representation, variety, and integration. Implicit ethnic-American associations were assessed using data collected through Project Implicit. A total of 304 metropolitan areas were included in the analyses. The sample (N = 271,006) included 44.8% White and 31.7% Asian participants; it was composed mostly of relatively young adults (M = 26.54, SD = 11.16) and included more women (60.9%) than men. Respondents completed an Implicit Association Test measuring associations between the concepts “American” vs. “foreign” and two ethnic groups (“Asian American” vs. “European American”). Data were analyzed using multilevel modeling. The implicit American = White effect was less pronounced in metropolitan areas characterized by higher proportions of Asian Americans (minority representation). The presence of multiple ethnic groups (variety) was associated with a weaker implicit American = White effect only when minority representation was high. Greater dispersion of ethnic groups at the neighborhood level (integration) was not a source of reliable variation in implicit ethnic-American associations. These findings highlight the value of a multi-faceted perspective on context ethnic diversity. The extent to which the American identity is implicitly associated with Asian Americans and European Americans fluctuates as a function of socio-structural characteristics of local contexts.

Reconsidering Group Interests

2021 ◽  
pp. 1-18
Author(s):  
Niambi Carter ◽  
Janelle Wong ◽  
Lisette Gallarzo Guerrero
Keyword(s):  
Asian Americans ◽  
Asian American ◽  
Black Americans ◽  
The United States ◽  
Political Connections ◽  
Foreign Born ◽  
Linked Fate ◽  
Time Period ◽  
Using Data ◽  
Attitudes Toward Immigration

Abstract This paper aims to explore attitudes toward immigration among two non-White groups, Asian Americans and Black Americans. For more than a decade, individuals from Asia have comprised the majority of immigrants entering the United States each year. Today, the majority of the Asian American U.S. population remains foreign-born. Yet using data collected from the 2016 Collaborative Multiracial Post-Election Survey and the 2016 National Asian American Survey—a time period marked by high levels of saliency with regard to immigration issues—we find that Black Americans, the majority of whom are U.S.-born, exhibit even more progressive attitudes towards immigration, both legal and undocumented, than mostly foreign-born Asian Americans. Our research challenges economic and material theories related to immigration attitudes and suggests that political connections to and “linked fate” with other minorities better explain why Black Americans exhibit more progressive attitudes toward immigration than Asian Americans.

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