Differential patterns of achievement among Asian-American adolescents

Very little is known about the factors and processes that lead to differential patterns of achievement among Asian-American adolescents. Using grades and standardized test scores as criteria variables, a paper- and- pencil survey was conducted to determine the relative effects of sociocultural variables, personality factors, and student perceptions of school and social events in explaining differential patterns of academic performance within a sample (N=89) of Asian-American tenth graders. Generally, the results demonstrate that Asian-American students whose educational and social experiences convey a strong link between schooling, academic success, and social integration are more likely to demonstrate patterns of achievement, as reflected in higher grades and better performance on standardized tests. The study's findings are discussed in connection with the relative functionalism concept proposed by S. Sue and S. Okazaki (1990) and the effective schools literature.Received doctoral degree in 1988 from the University of California, Los Angeles, specializing in developmental psychology. Research interests include the educational attainment of Hispanic and minority group children, adolescent alcohol use, and social policy analysis and planning.This work was supported partially by an Affirmative Action Faculty Development Grant from California State University, Fullerton.