The Determinants of Academic Performance: Hong Kong Immigrant Students in Canadian Schools
Notice bibliographique
Résumé
ABSTRACT/RESUME Using the concepts of financial capital, human capital, and social capital, this article attempts to disentangle the major factors which affected the academic performance of 368 recent Hong Kong immigrant students attending 26 different public high schools in Toronto. Results of the ordinary-least square regression analysis indicated that presence of father in Canada, higher self-rated socio-economic status, immigration to Canada being politically motivated, and higher level of English proficiency were significantly and positively related to academic performance. A partir des concepts de capital financier, capital humain et capital social, cet article vise a degager les principaux facteurs qui affectent la performance academique de 368 etudiants immigres recemment de Hong Kong et inscrits dans 26 ecoles secondaires publiques differentes de Toronto. Les resultats d'une analyse de regression revelent que la presence du pere au Canada, le statut socio-economique eleve. l'immigration au Canada motive par des facteurs politiques de meme que le niveau eleve d'habiletes en anglais sont positivement et significativement relies a la performance academique. INTRODUCTION Educational success is one of the primary goals that immigrant students strive to attain. The importance of educational values and work orientation as an aspect of the Chinese culture is widely recognized. There is a wealth of studies documenting the extra-ordinary educational attainment of the Asian population, including the Chinese, in the United States (e.g., Chen & Stevenson, 1995; Mizokakawa & Ryckman, 1990; Stevenson et al., 1985). As academic performance is generally regarded as an early indicator of success for immigrant students and serves as a preparation for the future in a career, educational researchers and practitioners have long been interested in understanding the link between students' family background and academic performance (e.g., Astone & McLanahan, 1991; Reitzes & Mutran, 1980; Valenzuela & Dornbusch, 1994). Family background, according to Coleman (1988), is analytically separable into at least three distinct components: financial capital, human capital, and social capital. More specifically, physical resources that aid achievement, which is commonly measured by the family's wealth or income, are considered as financial capital. Human capital, which constitutes the potential for a cognitive environment that is conducive to children's learning, is usually measured by parents' education. Social capital is the least tangible as it exists only in the relationships among persons and is defined by its function. In view of the paucity of research on the academic performance of immigrant students in Canada and the continual influx of Chinese immigrants to this country,' this analysis fills a gap in the literature by examining the factors associated with the academic performance of Hong Kong immigrant high school students in Toronto. METHODOLOGY This analysis is based on data from a larger study which investigated the adaptation experiences of immigrant students from Hong Kong (see Chow, 1997). A total of 368 Hong Kong immigrant students attending 26 public high schools in Metro Toronto participated in this study by completing a self-administered questionnaire. The two major eligibility criteria for participation in the study included length of residence in Canada being less than five years and legal status in Canada being a permanent resident (i.e., landed immigrant or citizen). The sample comprised 176 male (48.0 percent) and 191 female (52.0 percent) students, with a mean age of 17.8 (SD=2.8). Prior to emigration, about three-quarters of the sample (75.2 percent) had completed secondary education (i.e., Forms 1-5) and slightly more than a third of the students (34.0 percent) attended high schools in which English was the primary medium of instruction. …
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| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
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