The Effects of Ethnic Capital and Family Background on School Performance: A Case Study of Chinese-Canadian Adolescents in Calgary
Bibliographic record
Abstract
Introduction The v i t a l i t y of e d u c a t i o n a l va lues a n d w o r k o r i e n t a t i o n as a n aspect of C h i n e s e cu l ture is w i d e l y r e c o g n i z e d . A s n o t e d b y S tevenson and Lee (1996), the m o t i v a t i o n for a c a d e m i c ach ievement i n C h i n e s e societies is m u l t i p l y determ i n e d , i n c l u d i n g the r e c o g n i t i o n that e d u c a t i o n is a c r u c i a l c h a n n e l of u p w a r d soc ia l a n d e c o n o m i c m o b i l i t y a n d the a s s u m p t i o n that e d u c a t i o n offers a n a v e n u e t h r o u g h w h i c h one m a y advance as a m o r a l p e r s o n . A s s c h o o l per for m a n c e is genera l ly r e g a r d e d as an ear ly i n d i c a t o r of success for i m m i g r a n t s tudents a n d serves as a p r e p a r a t i o n for the future i n a career, e d u c a t i o n a l researchers a n d pract i t ioners h a v e l o n g been interested i n u n d e r s t a n d i n g the l i n k b e t w e e n s t u d e n t s ' f a m i l y b a c k g r o u n d a n d academic p e r f o r m a n c e (Astone & M c L a n a h a n , 1991; C h o w , 2000; L i n n e h a n , 2001; V a l e n z u e l a & D o r n b u s c h , 1994). F a m i l y b a c k g r o u n d , a c c o r d i n g to C o l e m a n (1988), is a n a l y t i c a l l y separable in to at least three d i s t inc t c o m p o n e n t s : f i n a n c i a l capi ta l , h u m a n c a p i t a l , a n d soc ia l c a p i t a l . P h y s i c a l resources that a i d ach ievement , c o m m o n l y m e a s u r e d b y the f a m i l y ' s w e a l t h or i n c o m e , are c o n s i d e r e d to be f i n a n c i a l capi ta l . H u m a n c a p i t a l , w h i c h const i tutes the p o t e n t i a l for a c o g n i t i v e e n v i r o n m e n t that is c o n d u c i v e to c h i l d r e n ' s l e a r n i n g , is u s u a l l y m e a s u r e d b y parents ' e d u c a t i o n . Soc ia l c a p i t a l is the least tangib le as it exists o n l y i n the re la t ionships a m o n g persons a n d is d e f i n e d b y its f u n c t i o n . T h e s t u d y of e thnic m i n o r i t y s tudents m u s t also take ethnic capi ta l into c o n s i d e r a t i o n ; this c a n be b r o a d l y c o n s t r u e d as a n i n d i v i d u a l ' s degree of ethnic connectedness a n d i n t e r n a l i z a t i o n of e thnic c u l t u r a l values that p r o v i d e s the i m p e t u s for a c h i e v i n g academic excellence. N o t i c e a b l y , the e d u c a t i o n a l success a m o n g A s i a n s tudents i n the U n i t e d States has led to their b e i n g labeled m o d e l m i n o r i t y 1 ( K a o , 1995; W o n g , L a i , N a g a s a w a , & L i n , 1998; Y i n g et a l . , 2001). It has been c o n t e n d e d that v a r i o u s characterist ics of A s i a n cu l ture s u c h as d o c i l i t y , i n d u s t r i o u s n e s s , respect for a u t h o r i t y , a n d e m p h a s i s o n l e a r n i n g are h i g h l y c o m p a t i b l e w i t h those r e q u i r e d for academic success (Peng & W r i g h t , 1994). There is n o shortage of s tudies d o c u m e n t i n g the e x t r a o r d i n a r y e d u c a t i o n a l a t ta inment of the A s i a n p o p u l a t i o n , i n c l u d i n g the C h i n e s e , i n the U S ( A s a k a w a & C s i k s z e n t m i h a l y i , 2000; C a p l a n , C h o y , & W h i t m o r e , 1992; C h e n & Steven-
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".