Research in Human Development
Volume 13, Issue 3, 2016, Pages 191-206

Does Socioeconomic Status Matter for Chinese Immigrants’ Academic Socialization? Family Environment, Parental Engagement, and Preschoolers’ Outcomes (Article)

Yamamoto Y.* , Li J. , Liu J.L.
  • a Brown University, United States
  • b Brown University, United States
  • c The University of Connecticut, United States

Abstract

Families’ academic socialization mediates how socioeconomic status (SES) affects children’s achievement. However, little is known about whether cultural values and family cohesion could buffer negative effects of low SES. We examined parental academic socialization and children’s achievement in 220 low- and middle-SES Chinese immigrant families with four-year-olds. Low-SES parents showed less stressful family environments and stronger beliefs about parental responsibility for education. However, middle-SES parents provided more reading engagement and enrichment activities. Reading engagement and SES were significantly associated with children’s academic performance. These findings demonstrate low-SES families’ strengths but suggest the need to provide more support for such families. Copyright © Taylor & Francis Group, LLC.

Author Keywords

[No Keywords available]

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84979497663&doi=10.1080%2f15427609.2016.1194706&partnerID=40&md5=c87d6dbe534b803953ba452c6cc2bd3f
DOI: 10.1080/15427609.2016.1194706
ISSN: 15427609
Cited by: 5
Original Language: English