Asian American Journal of Psychology, Vol 14(1), Mar 2023, 36-50; doi:10.1037/aap0000252
The model minority myth portrays Asian Americans as academically successful and has been criticized for its failure to consider heterogeneity within this population. Utilizing the integrative ecological model of minorities’ development, this review addresses how Asian Americanican children’s and youth’s educational achievement varies according to their family, school, and community contexts. We adapted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist for this review. Based on 48 reviewed articles published between 2005 and June 2020, familial facilitators for academic achievement include supportive and autonomy-granting parenting, high-quality parent–child relationship, appropriate parental expectations and involvement, and social capital. School facilitators are high-quality teaching and teacher–student relationship, and peer support and positive academic orientation. Ethnic-community-based programs and resources promote Asian American children’s and youth’s academic performance. By contrast, Asian American children and youth tend to underachieve in families with hostile parenting, excessive family obligations, and low-socioeconomic status (SES), and in schools with high-rate peer delinquency and racial discrimination or prejudice. Recommendations for promoting Asian American students’ academic well-being are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)