Effects of Different-Race Exposure in School and Neighborhood on the Reading Achievement of Hmong Students in the United States

《Effects of Different-Race Exposure in School and Neighborhood on the Reading Achievement of Hmong Students in the United States》

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关键字: Hmong; different-race exposure; school; neighborhood; reading achievement; SOCIAL-DISORGANIZATION THEORY; ACADEMIC-ACHIEVEMENT; EDUCATIONAL-ACHIEVEMENT; RACIAL-COMPOSITION; AMERICAN EDUCATION; URBAN-EDUCATION; ASIAN-AMERICAN; ROLE-MODELS; SEGREGATION; LAN

作者单位: [Lee, Moosung] Univ Canberra, Canberra, ACT, Australia. [Lam, Beatrice Oi-Yeung] Univ Hong Kong, Dept Sociol, Hong Kong, Hong Kong, Peoples R China. [Madyun, Na'im] Univ Minnesota Twin Cities, Minneapolis, MN USA. Lee, M (reprint author), Univ Canberra, Fac Educ, Canberra, ACT, Australia. E-Mail: MooSung.Lee@canberra.edu.au

摘要: Based on analyses of 1,622 Hmong adolescents in a large urban school district, we illuminate a positive association between school different-race exposure and Hmong limited English proficient students' reading achievement. However, we also note a negative association of neighborhood different-race exposure with Hmong students from low socioeconomic status (SES) backgrounds. These findings suggest that even if school different-race exposure opportunities are developed through racially diverse schools, this does not necessarily lead to desirable interracial social ties between Hmong students and mainstream English-speaking students. Rather, Hmong students from low SES backgrounds are more likely to benefit academically when they reside in predominantly Hmong neighborhoods.