ABSTRACT
Research on Asian-American children is comparatively rare. Thus, it is a challenge, especially from an empirical base, to contrast continuities and discontinuities in the cognitive socialization of Asian and Asian-American children. A literature search of diverse databases spanning the psychological, sociological, educational, and anthropological disciplines indicates that there is little research on the cognitive socialization (or socialization generally) of children in America whose parents or ancestors originated in Asia (Southwest Educational Development Laboratory, 1983; Tsang, 1988). Since 1970, about 25 published studies have addressed the cognitive socialization of Asian-American children (Slaughter-Defoe, Nakagawa, Takanishi, & Johnson, 1990).
