"We attribute the early superiority of the American children to the greater cognitive stimulation provided by their parents, who indicated that they read more frequently to their young children, took them on more excursions, and accompanied them to more cultural events than did the Chinese or Japanese parents. As American children grow older, parents appear to be less likely to provide the kinds of enriched out-of-school experiences that they did before the children entered the first grade" (p. 55).

A study of the academic achievement of 536 school-age children from 200 Indochinese refugee families living in the United States (Caplan, Choy, and Whitmore 1992) further demonstrates the potential impact of family attitudes and behaviors. The students in grades K-12 who attended school in low-income metropolitan areas had remarkably high grade point averages (GPAs): 27 percent had an overall GPA in the A range, 52 percent in the B range, 17 percent in the C range, and 4 percent had a GPA below a C (Caplan, Choy, and Whitmore 1992).

The students' mathematics scores were even more impressive. Nearly half the students had GPAs equivalent to an A, while one-third earned a B. The results of standardized achievement tests showed similar levels of proficiency in mathematics. When compared nationally to students taking the California Achievement Test at equivalent grade levels, half of the Indochinese students scored in the top quartile; 27 percent scored in the top decile (Caplan, Choy, and Whitmore 1992).

The researchers identified several factors that appeared to be linked to the students' high levels of achievement. One factor was time spent on homework. (Click here for footnote 19.) Whereas the Indochinese students spent an average of just over 3 hours on homework each day in high school, 2.5 hours in junior high, and 2 hours in grade school, their American peers studied only 1.5 hours each day in both junior high and high school. In addition to spending more time on their homework, the Indochinese students were more inclined to complete their homework with the assistance of siblings and other family members. Caplan, Choy, and Whitmore (1992) found that the older siblings learned as they tutored the younger ones, and the younger ones "learned how to learn," and also developed positive "skills, habits, attitudes and expectations"; they suggest that this may help explain the positive relationship between family size and GPA that was observed.

Other factors that were positively associated with academic achievement among the Indochinese families were (1) the presence of parents who read aloud to their children; (2) a belief in egalitarianism and role-sharing between male and female family members, and an absence of a pro-male bias; (3) the perception among family members that "learning and imparting knowledge" were pleasurable experiences; and (4) a retention of traditional, Indochinese cultural values--values that emphasize the importance of education, hard work, perseverance, and pride-by the family (Caplan, Choy, and Whitmore 1992). The researchers conclude that the American educational system is still able to educate students successfully--evidenced by the achievement of these refugee children--as long as it is not expected to also provide a host of needed social services and become "parent by proxy" to its students. They state:

"We firmly believe that for American schools to succeed, parents and families must become more committed to the education of their children. They must instill a respect for education and create within the home an environment conducive to learning. They must also participate in the process so that their children feel comfortable learning and go to school willing and prepared to study" (p. 42).

For many students (e.g., those who are slower learners, or those whose socioeconomic status have resulted in limited exposure to challenging and stimulating information and materials at home or school), a supportive family is only part of what is needed to ensure their academic success. For them, nonschool hours represent a valuable opportunity to relearn, catch up, or extend their learning through enrichment programs that offer tutoring or mentoring services, or subject-specific training and enrichment (Adelman et al. 1992).

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