Author: Byun, Soo-yong, & Park, Hyunjoon
Title: The Academic Success of East Asian American Youth: The Role of Shadow Education
University Affiliation: University of North Carolina Chapel Hill; University of Pennsylvania
Research Question: Hypothesis 1: East Asian American students will be more likely to take a commercial SAT test preparation course than any other racial/ ethnic students. Hypothesis 2: Unlike other racial/ ethnic students, high-achieving students will be more likely than low-achieving students to take a commercial SAT test preparation course among East Asian American students. Hypothesis 3: East Asian American students will benefit more from taking a commercial SAT test preparation course for SAT performance than any other racial/ ethnic students.
Journal Name or Institutional Affiliation: Sociology of Education
Journal Entry: Vol. 85, No. 1, Pp. 40-60
1) Descriptive findings show that East Asian American students outperformed other racial/ ethnic groups of students (White, other Asian, Black, Hispanic). Black students performed the lowest. However, findings confirm the results of previous studies indicating that East Asian American students have favorable family environments, high prior achievement, and high SES.
2) With all controls taken into account, East Asian American students were much more likely to take a commercial SAT preparation course than other racial/ ethnic groups of students. Black students were most likely to use private SAT one-to-one tutoring.
3) Taking a commercial SAT test preparation course was significantly associated with improved SAT scores among first- and second-generation East Asian American youth but not among third-generation after controlling for other variables. This implies that engagement in the ethnic community contributes to a positive relationships between commercial test preparation and SAT scores.
4) Taking a commercial SAT test preparation course have a positive effect on SAT scores for East Asian American students. This was also the case for White students at the .10 significance level, but was not significant for all other racial groups in the analysis
Scholarship Type Journal Article Empirical Research
Keywords: Asians, Ethnicity, Race, SAT
Research Designs: Secondary Data
Method of Analysis: Descriptive Statistics, Logistic Regression
Sampling Frame: Students included in the ELS base year of 2002.
Sample Types: Nonrandom, Random
Unit of Analysis: Individual
Data Types: Quantitative-Panel Data
Data for the current study was take from the Education Longitudinal Study 2002-2006.
For the current study, all data measures came from the base year 2002 and the second follow-up year (2004, the student's senior year of high school).
Students who had taken or planned to take the SAT or ACT in the 12th grade were included (n=9,760). This sample was used for an analysis of the determinants of SAT coaching.
For a separate analysis, the sample was restricted further by including only students who had a valid SAT or ACT score, excluding Native Americans, and excluding missing data (n=7,020). This sample is used for the analysis of the effects of SAT coaching on SAT scores .
DV: 1) SAT coaching 2) SAT scores.
IV: race/ ethnicity, SES, immigrant generation, family structure, number of siblings, parental educational expectations, gender, prior achievement, region, urbanicity.