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By Michael Nelkon, Philip Parker

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In keeping with this, the students’ career decisions were, in many ways, a practical means of achieving economic and social status not only for themselves but also for their parents (Louie, 2001, 2004; Suárez-Orozco & Suárez-Orozco, 2001). Ellen was a tenth grader planning to major in economics in college. By drawing a direct relationship among education, college, and economic mobility, she explained the importance of financial security. ” When I asked her how she defined being successful, she repeated the conversation she had had with her parents: I guess money, because my parents say that if you want to be happy, you need money, you know.

The Korean American parents at MH were more likely to have been college-educated professionals in Korea. Although a majority in both groups worked in the ethnic economy, the MH parents were 23 24 Asian Americans in Class more likely to be businesses owners and middle class, unlike the bulk of the working-class parents or parents of high school dropouts, who usually worked for co-ethnic entrepreneurs. Moreover, the MH parents were less likely to be single parents relying on only one source of income.

Throughout the interview period at MH, the students consistently related their parents’ educational expectations, while reiterating how education was an effective, if not the only, way to achieve economic mobility. They shared their parents’ educational aspirations and, like them, believed in the significance of schooling as a long-term investment that would eventually pay dividends. This direct linkage between schooling and economic mobility was consistently framed in these terms: Achieving academically in high school leads to acceptance at an elite college, which in turn leads to economic and career opportunities.

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