Contributions to Variations in Academic Trajectories amongst Recent Immigrant Youth

Autor/inn/en	Suarez-Orozco, Carola; Bang, Hee Jin; Onaga, Marie
Titel	Contributions to Variations in Academic Trajectories amongst Recent Immigrant Youth
Quelle	In: International Journal of Behavioral Development, 34 (2010) 6, S.500-510 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025409360304
Schlagwörter	Individual Characteristics; Violence; Poverty; School Segregation; Family Characteristics; Academic Achievement; Systems Approach; Foreign Countries; Immigrants; Regression (Statistics); Disadvantaged Schools; Mothers; Educational Attainment; Fathers; Employment; Academic Discourse; Language Proficiency; English (Second Language); Second Language Learning; Symptoms (Individual Disorders); Gender Differences; Interviews; Longitudinal Studies; California; China; Dominican Republic; Haiti; Massachusetts; Mexico + Suchen Sie Ihr Suchwort? Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Gewalt; Armut; Schulleistung; Systemischer Ansatz; Ausland; Immigrant; Immigrantin; Immigranten; Regression; Regressionsanalyse; Mother; Mutter; Bildungsabschluss; Bildungsgut; Dienstverhältnis; Discourse; Diskurs; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Psychiatrische Symptomatik; Geschlechterkonflikt; Interviewing; Interviewtechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kalifornien; Dominikanische Republik; Master-Studiengang; Mexiko
Abstract	Immigration presents both challenges and opportunities that affect students' academic achievement. Over the course of five years, varying academic trajectories were identified for recent immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some students performed at high or improving levels over time, others showed diminishing performance. Multinomial logistic regressions identified significant group differences in academic trajectories, particularly between the high-achieving youth and the other groups. Consistent with ecological systems theory, school characteristics (a: school segregation rate; b: school poverty rate; and c: student perceptions of school violence), family characteristics (a-separation from mother and father; b-maternal education; and c-paternal employment), and individual characteristics (a-academic English proficiency; b-academic engagement; c-psychological symptoms; d-gender) were associated with different trajectories of academic performance. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10