Academic Achievements of Children in Immigrant Families

Autor/in	Han, Wen-Jui
Titel	Academic Achievements of Children in Immigrant Families
Quelle	In: Educational Research and Reviews, 1 (2006) 8, S.286-318 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Family Characteristics; Academic Achievement; Foreign Countries; Kindergarten; Immigrants; Mexicans; Correlation; Grade 1; White Students; Hispanic American Students; Asian American Students; Reading Achievement; Mathematics Achievement; Achievement Gap; Student Characteristics; Reading Skills; Mathematics Skills; Parents; Educational Attainment; Mothers; Marital Status; Family Structure; Socioeconomic Status; English (Second Language); Geographic Location; Place of Residence; Rural Areas; Urban Areas; Suburbs; Racial Differences; Africa; Canada; Mexico; North America; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Immigrant; Immigrantin; Immigranten; Mexikaner; Korrelation; School year 01; 1. Schuljahr; Schuljahr 01; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Mathematics ability; Eltern; Bildungsabschluss; Bildungsgut; Mother; Mutter; Familienstand; Familienkonstellation; Familiensystem; Socio-economic status; Sozioökonomischer Status; English as second language; English; Second Language; Englisch als Zweitsprache; Wohnort; Rural area; Ländlicher Raum; Urban area; Stadtregion; Einzugsbereich; Rassenunterschied; Afrika; Kanada; Mexiko; Nordamerika
Abstract	Utilizing data on approximately 16,000 children from the Early Childhood Longitudinal Survey-Kindergarten Cohort and a rich set of mediating factors on 16 immigrant groups, this paper examined the associations between children's immigrant generation status and their academic performance. The changes in academic achievements during kindergarten and first-grade were also examined to explore the varying learning paces exhibited by children from different countries of origin. Results indicate that, compared to third and later generation non-Hispanic white children, children of Latin American regions tended to have lower reading and math scores, while children of Asian regions tended to have higher reading and math scores. In addition, although children of immigrants may have either higher (e.g., children from East Asia) or lower scores (e.g., children from Mexico) by first-grade compared to third and later generation non-Hispanic white children, the former generally learned skills at faster paces, thus widening (e.g., for children from East Asia) or narrowing (e.g., for children from Mexico) academic achievement gaps. Child and family characteristics accounted for a large share of the differences in children's academic achievements. Home, school, and neighborhood environments may also matter but to a lesser extent. Research implications are discussed. (Contains 8 tables and 8 footnotes.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10