FAMILY AND NON-FAMILY ROOTS OF SOCIAL CAPITAL AMONG VIETNAMESE AND MEXICAN AMERICAN CHILDREN

Abstract

This research considers the influence of both familial and non-familial social capital on the study habits of two recent immigrant groups: Vietnamese Americans and Mexican Americans. Using the 1988-1990 National Educational Longitudinal Study and qualitative data from a twoyear study of minority students' experiences in a California high school, we find that Vietnamese students study more than do Mexican students because they have more positive peer associations and more supportive relationships with teachers than do Mexican students. Contrary to popular belief, this research suggests that family practices do not sufficiently explain why Vietnamese students study more than Mexican students.

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