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The second-generation immigrants’ advantage in education has been observed in many destination countries, and often explained in terms of their family values and practices embedded with certain culture and positive selection on psychological factors. However, the roles of culture and selectivity have been hardly disentangled from each other. In this article, we examine the self-selection hypothesis in the context of Hong Kong, as its unique setting enables us to largely control for the effect of cultural factors and focus on the positive selection effect. We identify four psychological traits that could contribute to immigrants’ outstanding performance, and employ mediation analysis to investigate how much of the effect of immigrant status on academic achievement is mediated through these factors. Analysis of data from the Programme for International Student Assessment in Hong Kong reveals that, having strong motivations to find a better life and high aspirations for upward mobility can largely explain Chinese immigrant children’s academic success in Hong Kong, with educational aspiration playing a particularly important role. In addition, the net academic advantage of second-generation immigrants is larger among low socio-economic status (SES) families, and low SES immigrant parents have exceptionally high expectation and great dedication to their children’s education.
Xu et al. (Tue,) studied this question.