Maternal Expectations, Classroom Experiences, and Achievement among Kindergartners in the United States and Japan

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Abstract
The superior achievement of Japanese elementary school children typically has been attributed to high parental expectations and demanding classrooms. This study examined differences in these factors among kindergarten children in the United States and Japan. Japanese kindergartners outperformed their American counterparts on a test of mathematics. However, the direction of differences in both maternal expectations and classroom activities was opposite to what is found at the elementary school level. Interpretation of these findings requires a closer examination of the meaning of ‘expectations’, including an assessment of whether these expectations are realistic.