Saito"s study of Vietnamese-American high school students finds that motivational behaviors contributing to achievement are associated with closer affiliation with Vietnamese identity, as measured by language, generational status, endogamy views, and peer group selection. Other factors associated with achievement are the students" educational aspirations, use of time, and involvement in school. As in previous studies of Vietnamese students, socio-economic status in the United States does not predict achievement; however, the mothers" status in Vietnam, measured by education and occupation, has a gender specific correlation for female student achievement. Educational opportunity in the United States represents a greater socio-cultural shift for females, who had fewer opportunities in Vietnam, than their male counterparts.