ABSTRACT
This chapter integrates results from the new Japanese-American interviews, the Chicago field study, and recent analyses of NELS: 88 to further explore differences and similarities in values held by and activities undertaken by Chinese-, Korean-, and Japanese-American families to ensure their children positive educational futures. The general approach of our work is based on the model of academic achievement used in the Chicago field study. This model is especially useful for our work because it links specific family behaviors to larger social systems. Results from the Chicago field-based study spurred an interest to learn more about the educational orientation of East-Asian American families. Differences in behavior among these groups were traced to strong East-Asian cultural values that emphasize the importance of education for self-improvement, a respect for authority, and a sense of duty and honor to the family. The economic rewards for investing in education for East Asians in the United States have been lower than they have been for Euro-Americans.
