Ethnicity differentials in academic achievements: the role of time investments

Ha Nguyen, Luke Connelly (), Huong Thu Le (), Francis Mitrou (), Catherine L. Taylor () and Stephen R. Zubrick ()
Additional contact information
Huong Thu Le: University of Western Australia
Francis Mitrou: Telethon Kids Institute
Catherine L. Taylor: Telethon Kids Institute
Stephen R. Zubrick: Telethon Kids Institute

Journal of Population Economics, 2020, vol. 33, issue 4, No 7, 1418 pages

Abstract: 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.

Keywords: Migration; Education; Test score gap; Time use diary; Quantile regression; Second-generation immigrants; Australia (search for similar items in EconPapers)
JEL-codes: C21 I20 J13 J15 J22 (search for similar items in EconPapers)
Date: 2020
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Citations: View citations in EconPapers (15)

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DOI: 10.1007/s00148-020-00774-6

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