Neighborhood Context and Immigrant Young Children's Development

Autor/inn/en	Leventhal, Tama; Shuey, Elizabeth A.
Titel	Neighborhood Context and Immigrant Young Children's Development
Quelle	In: Developmental Psychology, 50 (2014) 6, S.1771-1787 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0036424
Schlagwörter	Neighborhoods; Context Effect; Child Development; Immigrants; Longitudinal Studies; Infants; Young Children; Mexican Americans; African Americans; Whites; Hispanic Americans; Puerto Ricans; Correlation; Racial Factors; Racial Composition; Community Surveys; Family Characteristics; Mothers; Language Usage; Educational Attainment; Employment Level; Marital Status; Socioeconomic Status; Statistical Analysis; Behavior Problems; Verbal Ability; Reading Skills; Regression (Statistics); Hierarchical Linear Modeling; Illinois; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Kindesentwicklung; Immigrant; Immigrantin; Immigranten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Infant; Toddler; Toddlers; Kleinkind; Frühe Kindheit; Hispanoamerikaner; Afroamerikaner; White; Weißer; Hispanic; Puerto Rican; Puerto-Ricaner; Korrelation; Mother; Mutter; Sprachgebrauch; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Familienstand; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Mündliche Leistung; Reading skill; Lesefertigkeit; Regression; Regressionsanalyse
Abstract	This study explored how neighborhood social processes and resources, relevant to immigrant families and immigrant neighborhoods, contribute to young children's behavioral functioning and achievement across diverse racial/ethnic groups. Data were drawn from the Project on Human Development in Chicago Neighborhoods, a neighborhood-based, longitudinal study with cohorts of children first seen at birth, 3 years, and 6 years of age and followed over 6 years (N = 3,209; 37% Mexican American, 33% Black, 15% White, 9% Puerto Rican, 4% other Latino, and 2% other races/ethnicities; 44% immigrant). Results of multilevel models suggest that the immigrant status of children's families was a more consistent moderator of associations between neighborhood processes and children's development than the immigrant concentration of their neighborhoods, but the nature of these associations depended on the outcome and racial/ethnic group considered. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01