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Journal Article: School racial composition and academic achievement: the case of Hmong LEP students in the USA

Journal Article » School racial composition and academic achievement: the case of Hmong LEP students in the USA

Categories

HMONG (Asian people) -- United States, HMONG American children, EDUCATION, ACHIEVEMENT gap, ACADEMIC achievement, MINORITIES -- Education, STUDENTS -- Social conditions, UNITED States, Hmong students, limited English proficiency, school racial composition

Authors

Lee, Moosung; Madyun, Na'im

Published

2008

Abstract

The existence of the achievement gap is more than just a black-white issue; contrary to stereotypes, it is a concern within Asian homes. Hmong students underachieve in comparison with many East Asian students. Traditional cultural practices and poverty have been identified as explanatory factors. Our data suggest that a more critical factor might be within-school segregation. Utilising a racial exposure statistic, it was found that the more diverse a school became, the higher the achievement of Hmong limited English proficient (LEP) students. This study provides theoretical explanations for this finding and implications for Hmong student achievement. [ABSTRACT FROM AUTHOR]
Copyright of Educational Studies (03055698) is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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