Affordances and Constraints of Immigrant Chinese Parental Expectations on Children's School Performance
Why this work is in the frame
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Bibliographic record
Abstract
Affordances and Constraints of Immigrant Chinese Parental Expectations on Children's School PerformanceMore than three decades ago an experimental demonstration of the power of expectations known as the "Pygmalion Effect" revealed that teachers' expectations could actually serve as an educational self-fulfilling prophecy for students' intellectual performances (Rosenthal & Jacobson, 1968).Further research on interpersonal expectations has led to a basic assumption that person A's expectations can potentially influence person B's performance (Blanck, 1993).Parental expectations have been identified as the most important contributor to children's school achievement (Hoge, Smit, & Crist 1997;Patrikakou, 1997;Seiginer, 1983).Although positive effects of parental expectations are prominent in Asian cultures (Hirschman & Wong, 1986;Peng & Wright, 1994;Schneider & Lee, 1990), studies on immigrant Chinese families, the largest visible minority in Canada, remain rare.In my recently completed doctoral work I examined affordances and constraints of immigrant Chinese parental expectations on their children's school performances.The qualitative dat obtained from open-ended interviews with seven recent-immigrant Chinese families, both parents and their adolescent children, allowed me to infer four common themes on the potential affordances of parental expectations: goal orientation, mastery learning experiences, internal control beliefs, and study habits.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it