A new paper just published in the Journal of Population Economics attributes the academic advantage of children of Asian immigrants mainly to their allocating more time to educational activities or their favorable initial cognitive abilities, not to socio-demographics or so-called “tiger parenting” styles.
Read more in:
Ha Trong Nguyen, Luke B. Connelly, Huong Thu Le, Francis Mitrou, Catherine L. Taylor & Stephen R. Zubrick
Journal of Population Economics (2020) 33, Issue 4: 1381–1418
GLO Fellows Ha Trong Nguyen & Luke B. Connelly
Author Abstract: In most English-speaking countries, the children of Asian immigrants have better academic outcomes than other children, yet the underlying causes of their advantages are unclear. Using decade-long time use diaries on two cohorts of children, we present new evidence that children of Asian immigrants spend more time than their peers on educational activities beginning at school entry and that the ethnicity gap in the time allocated to educational activities increases as children age. We can attribute the academic advantage of children of Asian immigrants mainly to their allocating more time to educational activities or their favorable initial cognitive abilities, not to socio-demographics or so-called “tiger parenting” styles. Furthermore, our results show substantial heterogeneity in the contributions of initial cognitive abilities and time allocations by test subjects, children’s ages, and points of the test score distribution.
GLO Discussion Paper No. 481, 2020
Access to the newly published complete Volume 33, Issue 4, October 2020.
LEAD ARTICLE OF ISSUE 4:
Yun Qiu, Xi Chen & Wei Shi, Impacts of social and economic factors on the transmission of coronavirus disease 2019 (COVID-19) in China
Journal of Population Economics 33, 1127–1172 (2020). OPEN ACCESS