Influence of Language and English Proficiency on Asian American Educational Attainment and Multigenerational Assimilation

Abstract

This study focused on college completion or higher among Asian American population and the effect of English proficiency and other Asian languages spoken at home. Whether speaking English “well” or “not well” influences individual’s educational attainment. Assimilation theory and social capital theory were utilized. Data utilized form IPUMS 2011, examine six Asian ethnic languages, English proficiency, education, employment status, multigenerational, family formation, income, age, and sex among Asian Americans. Findings show overall English proficiency are statistically significant at the .001 level that Asians who speak English only, “very-well, “well”, and “not well” are more likely to obtain a college degree. Future implications will examine ethnic behaviors and migration patterns on educational attainment.