Parent-Child Differences in Educational Expectations and the Academic Achievement of Immigrant and Native Students

Abstract

This article argues that both parents' and children's educational expectations are spurred by between-family social capital and within-family social capital and that agreement between parents and children on educational expectations facilitates children's achievement. The analyses of eighth graders from four immigrant groups (Chinese, Filipino, Korean, and Mexican) and three native groups (Mexican, black, and white) indicate that high levels of parent-child interactions increase parents' and children's expectations and that higher shared family expectations enhance achievement and greater differences suppress achievement. Immigrant status increases expectations, for Chinese and Korean families more than for Mexican families, and Chinese background is beneficial for children's achievement, but Mexican background is harmful. However, all else being equal, the higher rate of retention of parental language promotes academic achievement, which gives immigrant Mexican children an advantage over their Asian counterparts.

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