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-
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.006 |
| Science and technology studies | 0.013 | 0.003 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".