Results indicate that the achievement level of Black and Hispanic elementary school children is not substantially lower than that of White children of similar socioeconomic status. Beliefs of minority children and their mothers are similar to those typically associated with higher levels of achievement. (PCB)

Interviewed 11th-grade students in the United States, Taiwan, and Japan. Studying, interacting with peers, and watching television were the most frequently reported activities in each location. Chinese students spent more time in academic endeavors, and Japanese students spent more time attending school, than did American students. American…

Cultural differences in the amount of time spent on homework and in beliefs and attitudes about homework were investigated through interviews with elementary school students, their mothers, and their teachers in China, Japan, and the United States. (PCB)

Chinese, Japanese, and American children at grades 1 and 5 were given a battery of 10 cognitive tasks and tests of achievement in reading and mathematics. Goals were to determine (1) possible differences in cognitive abilities and (2) the possible differential relation of scores on cognitive tasks to reading by children of the three cultures.…

Examined academic achievement under a cultural motivational framework. Asian American students' performance in mathematics was found to be between that of Chinese and Japanese students and that of Caucasian Americans. Suggests that academic achievement reflects a cultural heritage that emphasizes education and the ability of all persons to benefit…