The Use of Private Supplementary Tutoring Among Young Asian American Children

• In Event: Roundtable Session 12
  In Roundtable Session: Examining Racial/Ethnic and Socioeconomic Inequality

Abstract

Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), this study examined racial/ethnic differences in the use of private supplementary tutoring among third-grade students, focusing on Asian American students. Results showed that unlike black and Hispanic students, Asian American students were less likely than their white counterparts to use private tutoring, after controlling for other socio-demographic variables. However, Asian American students from high-socioeconomic status (SES) families were more likely to rely on private supplementary tutoring, compared to white students from a similar socioeconomic background. In addition, high-achieving Asian American students were more likely to use private supplementary tutoring, compared to white students with a similar academic background. Implications, limitations, and suggestions for future research are discussed.

Authors

• Hyowon Park, Pennsylvania State University

• Soo-yong Byun, The Pennsylvania State University