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Cultural, Social, and Family Processes Towards Adolescents' Academic Development in Chinese American Families.

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Title: Cultural, Social, and Family Processes Towards Adolescents' Academic Development in Chinese American Families.
Authors: Lo, Albert Y. H.1 (AUTHOR) alo@cha.harvard.edu, Wang, Yijie2 (AUTHOR), Kim, Su Yeong3 (AUTHOR)
Source: Journal of Youth & Adolescence. Nov2025, Vol. 54 Issue 11, p2730-2750. 21p.
Subject Terms: *Acculturation, *Culture, *Chinese Americans, *Family relations, *Parenting, *Longitudinal method, *Academic achievement, *Factor analysis, *Adolescence, Goodness-of-fit tests, Research funding, Questionnaires, Social context, Psychological stress, Data analysis software
Geographic Terms: United States
Abstract: Academic success is a key developmental competency that is strongly emphasized within Chinese American families, stressing the need to understand the cultural, social, and family processes that influence its development among Chinese American youth. The current study took an ecological and family systems approach in investigating the development of Chinese American adolescents' high school grade point averages (GPA) from early to middle adolescence. Participants included fathers, mothers, and adolescents (54% female, 46% male) from Waves 1 (W1; early adolescence) and 2 (W2; middle adolescence) of a study on 444 Chinese American families from a northern urban area on the west coast of the United States (US). Adolescents were 12 to 15 years old at W1 (data collection in 2002), with W2 data collection occurring approximately four years later (2006). Structural equation modeling examined simultaneous paths from fathers' and mothers' cultural orientations to adolescents' GPAs four years later, through fathers' and mothers' acculturative stress, fathers' and mothers' supportive parenting behaviors, and combined parent-adolescent alienation. Cultural orientation, stress, parenting, and alienation were assessed through parent-report and adolescent-report measures, whereas GPA was taken from school transcripts. Wald's tests examined differences between mother-adolescent and father-adolescent processes. Mothers' bicultural and more US cultural orientations (compared to more Chinese) indirectly predicted greater increases in adolescents' GPAs, through lower mothers' acculturative stress, greater mothers' supportive parenting behaviors, and lower alienation. Parallel father indirect effects were not significant. Results demonstrate how Chinese American adolescents' academic achievement is influenced by their families' experiences across cultural, social, and family systems, with fathers and mothers playing significantly different roles. Further investigations of the ways parents influence their child's academic development, especially those specifically relevant to Chinese American fathers, are needed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Youth & Adolescence is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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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  Data: Cultural, Social, and Family Processes Towards Adolescents' Academic Development in Chinese American Families.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Youth+%26+Adolescence%22">Journal of Youth & Adolescence</searchLink>. Nov2025, Vol. 54 Issue 11, p2730-2750. 21p.
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  Data: Academic success is a key developmental competency that is strongly emphasized within Chinese American families, stressing the need to understand the cultural, social, and family processes that influence its development among Chinese American youth. The current study took an ecological and family systems approach in investigating the development of Chinese American adolescents' high school grade point averages (GPA) from early to middle adolescence. Participants included fathers, mothers, and adolescents (54% female, 46% male) from Waves 1 (W1; early adolescence) and 2 (W2; middle adolescence) of a study on 444 Chinese American families from a northern urban area on the west coast of the United States (US). Adolescents were 12 to 15 years old at W1 (data collection in 2002), with W2 data collection occurring approximately four years later (2006). Structural equation modeling examined simultaneous paths from fathers' and mothers' cultural orientations to adolescents' GPAs four years later, through fathers' and mothers' acculturative stress, fathers' and mothers' supportive parenting behaviors, and combined parent-adolescent alienation. Cultural orientation, stress, parenting, and alienation were assessed through parent-report and adolescent-report measures, whereas GPA was taken from school transcripts. Wald's tests examined differences between mother-adolescent and father-adolescent processes. Mothers' bicultural and more US cultural orientations (compared to more Chinese) indirectly predicted greater increases in adolescents' GPAs, through lower mothers' acculturative stress, greater mothers' supportive parenting behaviors, and lower alienation. Parallel father indirect effects were not significant. Results demonstrate how Chinese American adolescents' academic achievement is influenced by their families' experiences across cultural, social, and family systems, with fathers and mothers playing significantly different roles. Further investigations of the ways parents influence their child's academic development, especially those specifically relevant to Chinese American fathers, are needed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Youth & Adolescence is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188714292
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        Value: 10.1007/s10964-025-02221-9
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      – Code: eng
        Text: English
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        PageCount: 21
        StartPage: 2730
    Subjects:
      – SubjectFull: Acculturation
        Type: general
      – SubjectFull: Culture
        Type: general
      – SubjectFull: Chinese Americans
        Type: general
      – SubjectFull: Family relations
        Type: general
      – SubjectFull: Parenting
        Type: general
      – SubjectFull: Longitudinal method
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      – SubjectFull: Academic achievement
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      – SubjectFull: Factor analysis
        Type: general
      – SubjectFull: Adolescence
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      – SubjectFull: Goodness-of-fit tests
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      – SubjectFull: Research funding
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      – SubjectFull: Social context
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      – SubjectFull: Psychological stress
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      – SubjectFull: Data analysis software
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      – SubjectFull: United States
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      – TitleFull: Cultural, Social, and Family Processes Towards Adolescents' Academic Development in Chinese American Families.
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              M: 11
              Text: Nov2025
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