Chinese-Heritage Students in North American Schools : Understanding Hearts and Minds Beyond Test Scores book cover
1st Edition

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

Edited By

Wen Ma


Guofang Li

ISBN 9781138999275
Published March 7, 2016 by Routledge
302 Pages 5 B/W Illustrations

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Book Description

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.

Table of Contents


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

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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.