Editing Social capital (section)

=== Adaption and ethnic values ===
In his thesis "New Arrival Students in Hong Kong: Adaptation and School Performance", Hei Hang Hayes Tang (2002) argues that adaptation is a process of activation and accumulation of (cultural and social) capitals. The research findings show that supportive networks is the key determinant differentiating the divergent adaptation pathways. Supportive networks, as a form of social capital, is necessary for activating the cultural capital the newly arrived students possessed. The amount of accumulated capital is also relevant to further advancement in the ongoing adaptation process.<ref>Hei Hang Hayes Tang (2002) "New Arrival Students in Hong Kong: Adaptation and School Performance"</ref>

[[Min Zhou]] and [[Carl L. Bankston]] (1998), in their study of a [[Vietnamese people|Vietnamese]] community in [[New Orleans]], found that preserving traditional ethnic values enable [[immigrant]]s to integrate socially and to maintain [[social solidarity|solidarity]] in an ethnic community.<ref>[[Min Zhou|Zhou, Min]], and [[Carl L. Bankston]]. 1998. ''[[Growing Up American|Growing Up American: How Vietnamese Children Adapt to Life in the United States]]''. New York: [[Russell Sage Foundation]].</ref> Ethnic solidarity is especially important in the context where immigrants just arrive in the host society.  In her article "Social Capital in Chinatown", Zhou examines how the process of adaptation of young [[Chinese American]]s is affected by tangible forms of social relations between the community, immigrant families, and the younger generations.<ref>Zhou (2000)</ref> Chinatown serves as the basis of social capital that facilitates the accommodation of immigrant children in the expected directions. Ethnic support provides impetus to academic success.  Furthermore, maintenance of literacy in native language also provides a form of social capital that contributes positively to academic achievement. Stanton-Salazar and Dornbusch<ref>Stanton-Salazar (1995) (quoted by Wong, 2002)</ref> found that bilingual students were more likely to obtain the necessary forms of institutional support to advance their school performance and their life chances.