Abstract
While the number of the Asian non-native English speakers (NNESs) is increasing, their postsecondary education (PSE) enrollment rate has remained low in comparison to enrollment rates of Asian native English speakers (NESs). The achievement gap in postsecondary enrollment between NNESs and NESs has widened, due not only to content areas such as reading and language arts that require higher English proficiency but also sociocultural factors, such as parental involvement. The current study aims to investigate the extent to which parental involvement factors predict the likelihood of Asian NNESs PSE enrollment after controlling for socioeconomic and linguistic factors. This study, being an expansion of previous work, which explored parental involvement and NNESs' PSE in the U.S., uses the national representative data from the Education Longitudinal Study dataset in 2002 (ELS: 2002) and a binary multilevel logistic regression model analysis. The results indicate that parental involvement is related to a greater likelihood of attending PSE institutions. Among the various forms of parental involvement, parent-student involvement and parent-school involvement have the greatest impact on Asian NNESs' PSE enrollment. The results also showed that Asian NNESs' enrollment is higher if their parents participate in school volunteer work. Limitations, future studies, and implications for educators, parents and school policy makers will also be discussed.
Highlights
Asian American students are regarded as a high-achieving population in higher education in the US, due to the unique style of Asian parenting (Seal, 2010)
The research questions addressed in this study focus on Asian non-English native speakers (NNESs): 1. To what extent do parental involvement factors predict the likelihood of Asian NNES student enrollment in a postsecondary institution after controlling for socioeconomic and linguistic factors?
To answer the research question about to what extent parental involvement factors predict the likelihood of Asian students enrolling in a postsecondary institution after controlling for SES and linguistic factors, a binary logistic regression analysis was performed with an unconditional model, which encompassed merely the outcome measure without any independent variables at either the student or school levels, and three blocks (1) ten SES variables were entered in the first block; (2) five linguistic variables were entered in the second block; and (3) eight parental involvement variables were entered in the third block (Yeh, 2014)
Summary
Asian American students are regarded as a high-achieving population in higher education in the US, due to the unique style of Asian parenting (Seal, 2010). The 2000 US Census reported that 44% of Asian Americans received a bachelor’s degree, which was much higher than the white student population (26%) (Seal, 2010). The purpose of this study is to investigate the impact of multiple parental involvement factors on postsecondary education (PSE) of Asian NNES students in the US. This study, being an expansion of previous work (Yeh, 2014), which explored parental involvement and PSE of all NNES populations in the US, uses the national representative data from the Education Longitudinal
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