The Abilities and Achievements of Orientals in North America is concerned with the study of the abilities, achievements, and personality characteristics of oriental immigrants and their descendants in North America. The book attempts to set a correlation between the cultural background from which the immigrants came and their history in North America, and to discover the implications for psychological theory. The text contains discussions on the problems of heredity, environment, and acculturation; racial and ethnic differences; and a comparison of biological, environmental and cultural differences between orientals and occidentals. Sociologists, psychologists, ethnologists, historians, and people who wish to study oriental character traits will find the book very insightful.

This authoritative book shows how the gap between a group's mean IQ and achievement can be precisely measured, and then partitioned between two factors -- an important methodology with potential application for all ethnic groups. In this case, the author shows that Chinese Americans' occupational achievements are generally far beyond their IQ -- as if they had a mean IQ 21 points higher than they actually do. This unique approach to explaining group achievement emphasizes non-IQ factors such as historical origins, family, work ethic, educational tradition, personality traits, and social institutions.

Originally published in 1988, Human Abilities in Cultural Context constituted a major development in conceptualising and studying human abilities. It formed a unique reference frame. This study offers a re-evaluation of ability theory by the editors, S. H. Irvine and J. W. Berry, and strong individual statements by H. J. Eysenck, Arthur R. Jensen, Joseph R. Royce, and Robert J. Sternberg, who represent markedly different approaches to the measurement of intelligence. It also focuses on contexts in which the limits of assessment by psychological tests are defined: in minority native groups in North America, in migrants to Britain, in lower-caste enclaves in India, among African minorities, and among Australian Aborigines. Written by long-term residents of the regions in question, these chapters presented a wealth of fresh data in relation to Western formulations of theory and practice.

This volume focuses on concepts central to the understanding of the key features of individuality which undergo significant transformations throughout the adolescent period: Personality, self, and ego. While rooted in distinct theoretical traditions, these three concepts, in combination, capture the core aspects of the formation of the individual's unique sense of self or identity, a psychosocial development fundamentally associated with adolescence. Consistent with the developmental-systems models of person-context relations at the forefront of current human development theory and research, the articles within this volume focus on the dynamic, reciprocal relations between youth and key socializing agents within their ecologies. Nevertheless, the articles represented in this volume illustrate that when attempting to understand the development of personality- and self-systems, scholars differ in the extent to which they place primary emphasis on the individual, on the context, or on the relationship between the two.

This volume is the first comprehensive resource to assist neuropsychologists to provide culturally competent services to Asian Americans, provide an optimal environment for test administration, interpret tests within a cultural context, and give culturally sensitive feedback and recommendations. It also provides an insight of how neuropsychology is currently practiced in different Asian countries.

Asian American Mental Health is a state-of-the-art compendium of the conceptual issues, empirical literature, methodological approaches, and practice guidelines for conducting culturally informed assessments of Asian Americans, and for assessing provider cultural competency within individuals and systems. It is the first of its kind on Asian Americans. This volume draws upon the expertise of many of the leading experts in Asian American and multicultural mental health to provide a much needed resource for students and professionals in a wide range of disciplines including clinical psychology, medical anthropology, psychiatry, cross-cultural psychology, multicultural counseling, ethnic minority psychology, sociology, social work, counselor education, counseling psychology, and more.

The contributions to The Asian American Educationalexperience examine the most significant issues and concerns in the education of Asian Americans. Contributors, all leading experts in their fields, provide theoretical discussions, practical insights and recommendations, historical perspectives and an analytical context for the many issues crucial to the education of this diverse population--controversies in higher education over alleged admissions quotas, stereotypes of Asian American students as "whiz kids", Asian Americans as the "model minority", bilingual education, education of refugee and immigrant populations, educational quality and equity. Special emphasis is given to both the historic debates which have shaped the field, and the concerns and challenges facing educators of Asian American students at both the K-12 and university level.

This volume is a collection of current research on Chinese child development: the context of development, cognitive development, social development, and new issues related to the topic.

Cross-Cultural Roots of Minority Child Development was the first volume to analyze minority child development by comparing minority children to children in their ancestral countries, rather than to children in the host culture. It was a ground-breaking volume that not only offered an historical reconstruction of the cross-cultural roots of minority child development, but a new cultural-historical approach to developmental psychology as well. It was also one of the best attempts to develop guidelines for building models of development that are multicultural in perspective, thus challenging scholars across the behavioral sciences to give more credence to the impact of culture on development and socialization in their respective fields of work. A true classic, Cross-Cultural Roots of Minority Child Development will remain an essential resource for any scholar who is interested in minority child development and engages in cross-cultural research and multidisciplinary methodologies.

Although cultural diversity in classrooms is hardly a new phenomenon, its influences on teaching and learning are increasingly discussed. Cultural diversity could lead to better learning and democracy outcomes. However, it also poses challenges for educators and schools. For example, research has revealed marked cultural differences in motivation, learning attitudes, thinking styles and school achievement. Attempts have been made to assure teaching and learning quality by designing standardized curricula and giving standardized tests. However, it is questionable whether standardized tests could capture the diverse aptitudes and skills students with different cultural experiences bring to the classroom. It is also question-able whether a standardized curriculum would lead to positive learningoutcomes for all. In 1998, we convened a conference in the University of Hong Kong, and invited experts from different parts of globe to discuss how to apply psychology to enhance learning and teaching quality. Probably because of the cultural diversity of the conference participants, multicultural education emerged as one of the dominant themes in the conference. For example, in the Opening Address, Robert Sternberg argued for the importance of cultural sensitivity in ability testing. In another keynote address, Martin Maehr discussed the implications of motivation research for designing an optimal achievement environment for culturally diverse students. Professor Sternberg’s paper is included in this volume, and Professor Maehr’s article was published in a previous volume we edited (Student Motivation: The Culture and Context of Learning, Plenum, 2001). The contributors of this volume include psychologists and education researchers from Africa, Asia, Australia and North, and some of them have extensive experiences in multicultural education. Despite their diverse cultural and professional background, the contributors agree that to meet the challenges posed by cultural diversity, educators need to have the sensitivity to multiplicity of student abilities in aptitude and achievement assessment.