This article ethnographically examines how family characteristics, school resources and teacher expectations affect educational aspirations and attainment among Korean Chinese pupils. The academic success discourse typically explains Korean student achievement as the result of a cultural emphasis on education combined with lived experience that confirms the perceived payoffs of that education. Using the Open Systems Approach, the author demonstrates the variations in academic performance which are viewed as the result of the relationship between the school organization (“process”) and the environment outside the organization (“input”). This paper seeks to contribute to the literature which emphasizes the need to look beyond cultural explanations of success and failure by including an analysis of structural and institutional factors that influence the school experiences of Korean pupils. Copyright © 2006 Office of Research, Faculty of Education, University of Hong Kong.
|Title of host publication||Research studies in education: The ninth postgraduate research conference|
|Editors||Jing HUANG, Michelle GU, Pui Kei Eleanor CHEUNG|
|Place of Publication||Hong Kong|
|Publisher||Office of Research, Faculty of Education, University of Hong Kong|
|Publication status||Published - 2006|
CitationGao, F. (2006). Family structure, institutional context and school success: Charting the achievement gap among Korean-Chinese pupils. In J. Huang, M. Gu, & P. K. E. Cheung (Eds.), Research studies in education: The ninth postgraduate research conference (Vol. 4, pp. 43-54). Hong Kong: Office of Research, Faculty of Education, University of Hong Kong.
- Model minority
- Danqin, Wuqin
- School context
- Academic achievement