1st Edition

Chinese-Heritage Students in North American Schools Understanding Hearts and Minds Beyond Test Scores

Edited By Wen Ma, Guofang Li Copyright 2016
    302 Pages 5 B/W Illustrations
    by Routledge

    302 Pages 5 B/W Illustrations
    by Routledge

    This comprehensive look at Chinese-heritage students’ academic, sociocultural, and emotional development in the public schools examines pertinent educational theories; complex (even inconvenient) realities; learning practices in and outside of schools; and social, cultural, and linguistic complications in their academic lives across diverse settings, homes, and communities.

    Chinese-heritage students are by far the largest ethnic group among Asian American and Asian Canadian communities, but it is difficult to sort out their academic performance because NAEP and most state/province databases lump all Asian students’ results together. To better understand why Chinese-heritage learners range from academic role models to problematic students in need of help, it is important to understand their hearts and minds beyond test scores. This book is distinctive in building this understanding by addressing the range of issues related to Chinese-heritage K-12 students’ languages, cultures, identities, academic achievements, and challenges across North American schools.


    Acknowledgments and Dedication

    Wen Ma & Guofang Li

    Foreword: Who and What are ‘Chinese’ Students?

    Allan Luke

    Introduction: Understanding "Difference within Differences" in Chinese-heritage Students’

    Educational Experiences across School, Home and Community Contexts

    Guofang Li & Wen Ma

    Part I: Chinese-heritage Students’ Language and Literacy Learning

    Chapter 1: Chinese Students' Heritage Language Learning in the United States: Issues and


    Keying Wen & Guofang Li

    Chapter 2: A Chinese Student's Early Education in US K-12 School: A Multilevel Perspective

    Yalun Zhou, Rebecca L. Oxford, & Michael Wei

    Chapter 3: Ordinary Objects Tell Extraordinary Stories: Children’s Multimodal Literacy


    Xiaoxiao Du, Rosamund Stooke, & Rachel M. Heydon

    Chapter 4: Looking through the Lens of Chinese ELLs on Academic Writing in Secondary


    Ravy S. Lao, May Y. Lee, & Araceli Arzate

    Part II: Chinese-heritage Students’ Learning across the Curriculum

    Chapter 5: Culture and Everyday Life Experiences of Chinese Immigrant Students Learning

    Science from Classroom Discourse

    Shu-Wen Lan & Luciana C. de Oliveira

    Chapter 6: Disaggregating Secondary-Level Chinese Immigrants’ Academic, English, and

    School Success

    Lee Gunderson & Reginald Arthur D’Silva

    Chapter 7: Between Classes and Schools: Time, Space and Languages

    Yamin Qian

    Chapter 8: The Contributing Factors to Chinese American High School Students’ Mathematics


    Keqiao Liu & Xiufeng Liu

    Part III: Chinese-heritage Students’ Cultures and Identities

    Chapter 9: (Re)-positioning the "Chinatown" Default: Constructing Hybrid Identities in

    Elementary Classrooms

    Joseph C. Rumenapp

    Chapter 10: Heterogeneity and Differentiation behind Model Minority Discourse: Struggles of

    Chinese Students in Canadian Schools

    Dan Cui

    Chapter 11: "I Feel Proud to Be an Immigrant": How A Youth Program Supports Ibasho

    Creation for Chinese Immigrant Students in the US

    Tomoko Tokunaga & Chu Huang

    Chapter 12: Of Cowboys and Communists: A Phenomenological Narrative Case Study of a

    Biracial Chinese-White Adolescent

    Mary B. McVee & Zachary Zhang

    Part IV: Other Sociocultural Variables Confronting Chinese-heritage Learners

    Chapter 13: A Bioecological Model of Chinese American Children’s Socio-emotional and

    Behavioral Adjustment

    Stephen Chen, Jennifer Ly, & Qing Zhou

    Chapter 14: Cultivating Creativity among Chinese Heritage Students in North America

    Cecilia Cheung

    Chapter 15: Who are their parents? A Case Study of the Second Generation Chinese American

    Students’ Middle-Class Parents and Their Parenting Styles

    Xuan Jiang & Gwyn W. Senokossoff

    Chapter 16: Cantonese Emergent Bilinguals in the "Latino/Mandarin" U.S. Education

    Landscape: A Critical Case Study in Chicago

    Jason Goulah

    Conclusion: Looking beyond the Stereotypes and Moving Forward: Cultivating the Hearts and

    Minds of Chinese-Heritage Learners

    Wen Ma & Guofang Li

    Afterword: Redefining Education Outcomes Yong Zhao

    List of Contributors


    Wen Ma is an Associate Professor of Education at Le Moyne College, USA.

    Guofang Li is a Professor and Canada Research Chair (Tier 1) in Transnational/Global Perspectives of Language and Literacy Education of Children and Youth at the University of British Columbia, Canada.