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1.
Research Findings: Previous research has suggested that children from immigrant families face multiple stressors associated with acculturation. One component of acculturation that has not been widely explored in relation to children's socioemotional development is limited English proficiency (LEP). Given that English is the main language used in American schools, it is important to understand how LEP can affect the socioemotional development of children from immigrant families whose 1st language is not English. This study explores the effects of LEP on the socioemotional development of 5,268 Hispanic and 2,088 Asian American children from the Early Childhood Longitudinal Study data set (first 3 waves of data). Results from generalized estimating equation analyses revealed significant interactions between ethnicity and language status. English-proficient Asian American children fared better than Hispanic children, but Asian American children with LEP lagged behind their Hispanic counterparts in their approaches to learning, self-control, and interpersonal skills at the beginning of kindergarten. These ethnic differences disappeared by the end of 1st grade. Practice or Policy: Our findings suggest that language-related challenges among minority children may be more consequential for young Asian American children, who would benefit from additional efforts to help them attain proficiency in English.  相似文献   

2.
Early care and education (ECE) settings are important developmental contexts for young children, with nearly half of all U.S. children experiencing non-parental care during infancy and toddlerhood. However, there is little research examining patterns and predictors of ECE selection among immigrant families even though children of immigrants represent the fastest growing population in the U.S. Using data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 10,700), including a diverse group of children with immigrant parents (N ≈ 2950), this study aims to fill gaps in the literature by examining predictors of the type of ECE (parent, relative, home-based, or center-based) children experience during infancy and toddlerhood (children aged 7–38 months). It examines how immigrant, family, child, and contextual characteristics predict ECE selection within immigrant families and whether these correlates of ECE selection differ across native and immigrant families. Results show distinct patterns of infant and toddler ECE related to immigrant status, particularly when it came to socioeconomic advantage predicting increased relative care for children of immigrants but not native families. Furthermore, several immigrant-specific characteristics, including region of origin, English proficiency, and availability of non-English ECE options, were associated with immigrant families’ ECE choices for their infants and toddlers.  相似文献   

3.
The authors investigated the relationships among multiple aspects of parental involvement (English proficiency, school involvement, control and monitoring of children), children's aspirations, and achievement in new immigrant families in the United States. They used data on immigrant parents and school-age children (N = 1,255) from the New Immigrant Survey to examine immigrant families from diverse backgrounds. Structural equation modeling analyses revealed that parental English proficiency and involvement in school education are related to children's academic achievement, cognitive development, and English language ability, directly as well as indirectly, through children's educational aspirations. Parental control and monitoring is not beneficial to immigrant children's cognitive development, although variations were found across different groups. They also observed intriguing findings regarding gender and racial or ethnic diversity. Based on their findings, they provide recommendations for the fostering of academic success and the design and implementation of educational programs and practices for immigrant children.  相似文献   

4.
Three common assumptions concerning bilingual children’s language proficiency are: (1) their proficiency in two languages is usually unbalanced; (2) low socioeconomic status (SES) indicates low proficiency in both languages; and (3) encouraging parents to speak some societal language at home will promote its development. Examining the vocabulary scores of 282 bilingual Singaporean kindergartners (167 Chinese, 70 Malay, and 45 Tamil), the current study found that these young children were evenly divided among four language profiles: strong in ethnic language (Chinese, Malay or Tamil) or English, strong in both languages, or weak in both. Children with high proficiency in both languages were proportionally represented in the low, middle and high SES groups, demonstrating the achievability of strong vocabulary in two languages for children of different SES. However, low SES children were most at risk for low proficiency in both languages, although many achieved high proficiency in ethnic language or both. Middle and high SES children were most likely to demonstrate low ethnic language with high English proficiency. Children mostly exposed to one language from different sources generally showed strength in that language. Children exposed to both languages at home were most likely to show low proficiency in both languages, although plenty of children exposed to both languages developed high proficiency in English or both. These results affirm previous findings that SES and home language exposure influence bilingual children’s proficiency. Implications include the importance of teachers assessing bilingual children’s proficiency in both languages and collaborating with parents to develop bilingual children’s vocabulary.  相似文献   

5.
A central theme of acculturative specificity is the heterogeneity of the immigrant experience. This study integrated this application of the Specificity Principle with intergenerational transmission models of self-regulation and identified both common and specific pathways in the self-regulatory development of Chinese American children in immigrant families (N = 169, Mage = 9.2 years). Consistent with intergenerational transmission models, results indicated associations between parents’ and children’s effortful control, with the mediation of these associations via authoritarian parenting. Parental education, family income, and children’s bilingual proficiency were also uniquely associated with children’s executive function and effortful control. Together, findings provide new directions for research with ethnic minority immigrant families, and underscore the utility of within-group approaches in advancing research on ethnic minority children’s development.  相似文献   

6.
The current study examines the effects of socioeconomic status (SES) on preschool children's cognitive and behavioral outcomes and if these relations are mediated by the quality of children's home environment and moderated by family nativity status. Data come from 1459 low-income families (n = 257 and 1202 immigrant and native families, respectively). Results indicated that among both immigrant and native households, maternal education, as compared to household income or welfare receipt, was the strongest predictor of a composite of SES. Path analyses estimated direct and indirect effects of SES and revealed greater similarity than difference in the processes by which SES influences immigrant and native children's preschool outcomes. Language/literacy stimulation and maternal supportiveness mediated the relations of SES to children's cognitive outcomes among both immigrant and native families. In contrast, parenting stress mediated the effects of SES on children's aggressive behavior among native, but not immigrant, households.  相似文献   

7.
The literature on differential prediction of college performance of racial/ethnic minority students for standardized tests and high school grades indicates the use of these predictors often results in overprediction of minority student performance. However, these studies typically involve native English‐speaking students. In contrast, a smaller literature on language proficiency suggests academic performance of those with more limited English language proficiency may be underpredicted by standardized tests. These two literatures have not been well integrated, despite the fact that a number of racial/ethnic minority groups within the United States contain recent immigrant populations or heritage language speakers. This study investigates the joint role of race/ethnicity and language proficiency in Hispanic, Asian, and White ethnic groups across three educational admissions systems (SAT, HSGPA, and their composite) in predicting freshman grades. Our results indicate that language may differentially affect academic outcomes for different racial/ethnic subgroups. The SAT loses predictive power for Asian and White students who speak another best language, whereas it does not for Hispanic students who speak another best language. The differential prediction of college grades of linguistic minorities within racial/ethnic minority subgroups appears to be driven by the verbally loaded subtests of standardized tests but is largely unrelated to quantitative tests.  相似文献   

8.
This article discusses two investigations which explored the bilingual language development outcomes of comparable groups of low-income, Spanish-speaking, Mexican American children who either did or did not attended a bilingual (Spanish/English) preschool. Study 1 is a replication of a study by Rodríguez, Díaz, Duran, and Espinosa, involving a new sample of 26 children who attended bilingual preschool for one year and 20 control children who remained at home. Study 2 represents a 1-year, longitudinal follow-up of Rodríguez et al.'s, sample of children during and after the children spent another year at home or in the preschool. In both investigations, standardized, objective measures of three components of children's language proficiency (productive language, receptive language, and language complexity) in English and Spanish were obtained at the beginning and end of the academic year. Contrary to fears that have been expressed by some that early exposure to English would lead to children's native language loss, the results of both studies offered no evidence of Spanish proficiency loss for children attending bilingual preschool. Children who attended bilingual preschool, compared to those who remained at home, showed significant and parallel gains in Spanish language development as well as significant and greater increases in English language proficiency over time. Results are discussed in terms of the need for more systematic research to be conducted in this area to inform policy and practice in the early education and development of language-minority children.  相似文献   

9.
The increasing linguistic diversity of the United States student population has brought to the forefront problems in the interpretation of test scores for non-native speakers of English in graduate admissions. The degree to which test scores reflect English proficiency was studied using data on N = 451 students whose native language was Spanish. They had taken the GRE, English proficiency tests, and the PAEG, a test in Spanish used for admission to graduate schools in Puerto Rico. Regression analyses revealed that the proportion of variance explained by the English proficiency terms (independent of developed skills measured in Spanish) was highest for the GRE verbal test (34%), lowest for the quantitative test (8%) and intermediate for the analytical test (16%), the Psychology (18%) and Biology (17%) Subject tests. These findings are discussed in light of efforts to increase access to higher education for Hispanic students.  相似文献   

10.
Despite the 1982 Plyler v. Doe decision guaranteeing education for undocumented children, access appears to be under threat as some states and localities reconsider existing policy. The basis of these attitudes should be better understood. We are unaware of research that has examined nativist sentiment as a predictor of attitudes toward education policy for children. Using data from the 2006 Immigration Survey from the Pew Hispanic Center we consider the influence of cultural and economic nativism on attitudes toward education access for immigrant children. Findings show that certain measures of both forms of nativism predict opposition to education access.  相似文献   

11.
Abstract

This meta-analytic review examines how word-learning interventions affect young children, at risk for reading difficulties, on vocabulary outcomes. We quantitatively reviewed 51 studies with 138 effect sizes (N = 7,403) to assess the association between vocabulary training and word learning. Using a random-effects model, we found a mean effect size of nearly 1 standard deviation indicating a strong training effect overall. Moderator analyses indicated that children from low-socioeconomic-status (SES) families experienced significantly lower word-learning gains than those from middle- and upper-SES families who had one or more risk factor (e.g., English Language Learner, language delays). This was true regardless of the total number of risk factors present. However, risk factors in addition to poverty did compound this SES disadvantage. Further, multivariate meta-regression analyses indicated that the sole risk factor associated with lower effect sizes was poverty controlling for all other risk factors. Subgroup moderator analyses indicated a number of instructional and pedagogical factors associated with greater effect sizes. Taken together, these results highlight the importance of creating interventions powerful enough to accelerate children's vocabulary development if we are to narrow the reading achievement gap.  相似文献   

12.
Research Findings: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers’ English proficiency, their home literacy involvement, and their children's school readiness (i.e., preschool reading and math scores). A large, nationally representative sample of preschool-age Mexican American children (N = 826) was used to test a theoretically derived path analysis that demonstrated that mother-reported home literacy involvement mediated the relation between mother-reported English proficiency and children's reading achievement, but not math. Results were evident even after key family and child characteristics were controlled. Practice or Policy: Findings suggest that Mexican American children's early education and development may be enriched by family literacy programs that enhance their mothers’ English proficiency and increase the frequency of home literacy activities.  相似文献   

13.
《师资教育杂志》2012,38(2):140-154
The research reported here investigated pre-service English language teachers’ perceptions of newly arrived immigrant children from Mainland China in Hong Kong. Seventeen participants, who had at least 10 weeks of experience working with these immigrant children during teaching practicum, participated in focus group discussions and shared their perceptions. The data analysis revealed that the participants widely perceived these children as deficit and consider them a serious professional challenge. Further examination of the data helped reveal media, life and teaching practicum experiences with immigrant children as crucial sources that contributed to the formation of these perceptions. The findings call for teacher education programmes to involve pre-service teachers in critical engagement with the mass media and their own experiences so that they can address the deficit model applied by teachers to immigrant children.  相似文献   

14.
The authors examined the concurrent associations of school-based parent involvement (PI), family sociocultural factors, and children's academic skills in a sample of 258 Chinese American children (5–9 years old) in immigrant families. Parents reported their American and Chinese orientations and family socioeconomic status (SES). Parents and teachers rated parents' school-based involvement, and children's English reading and mathematics calculation skills were assessed with standardized tests. Results of path analysis indicated that, controlling for SES, parents' American orientation was positively associated with their self-reported PI. Although parent- and teacher-reported PI were positively correlated with each other, only teacher-reported PI was positively associated with children's English reading. These findings support the benefits of school-based PI for Chinese immigrant children's English reading achievement. Results also highlight the need to consider differences between teachers' and parents' perceptions of PI in developing culturally sensitive interventions to encourage immigrant parents' school involvement.  相似文献   

15.
Research Findings: This study investigated the association between Mexican American maternal education and socioeconomic status (SES) and child vocabulary as mediated by parental reading beliefs, home literacy environment (HLE), and parent–child shared reading frequency. As part of a larger study, maternal reports of education level, SES, HLE, and reading beliefs along with child expressive and receptive vocabulary were collected for 252 mothers and their preschool children from 2 demographically similar school districts in 1 county. Correlations were moderate and positive, with higher levels of maternal education related to family income, HLE, book availability, and children’s expressive and receptive vocabulary. Consistent with long-standing evidence, maternal education and SES were predictors of children’s vocabulary, albeit indirectly through maternal reading beliefs, HLE, and reading frequency. Practice or Policy: Findings extend current knowledge about specific pathways through which social class variables impact children’s language. Policy implications, directions for future research, and study limitations are noted.  相似文献   

16.
Research Findings: The current study examined how children’s parent-reported compliance at age 3 (36 months) moderated the effects of 2 dimensions of directly observed early care and education (ECE) process quality (positivity/responsivity and cognitive stimulation) during the prekindergarten year (54 months) on teacher reports of children’s classroom cooperation in the fall of kindergarten. Compliance at 36 months and cooperation in kindergarten are operationalized as overt, behavioral aspects of self-regulation as appraised by parents and teachers. The sample consisted of 996 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development who attended formal or informal ECE settings during the prekindergarten year. Results indicated that children with low compliance at age 3 tend to demonstrate stronger cooperation skills by kindergarten when they experience more positivity/responsivity from their ECE caregivers. Main effects of positivity/responsivity and cognitive stimulation on classroom cooperation were not detected for the overall sample. Practice or Policy: The discussion addresses the importance of preparing and empowering ECE providers to help young children who enter the preschool period struggling with behavioral aspects of self-regulation, such as compliance, to improve these skills through positive and responsive caregiving.  相似文献   

17.
This article examines the association between school ethnic composition and immigrant students’ intentions to finish high school and to move on to higher education. We used data from 1324 immigrant and 10,546 native students gathered in the school year 2004–2005 in a sample of 85 Flemish (Belgian) secondary schools. Logistic multilevel analyses (HLM6) show that students attending schools with a majority of native students (enrolling less than 20% immigrant students) were twice as likely to plan to finish high school and to plan for higher education than those attending high concentration schools (more than 50% immigrant students). These associations were due to students’ socio‐economic status (SES) and there was no difference in aspirations between high and low concentration schools after controlling for students’ SES and the SES context of the school. All else being equal, immigrant students in high concentration schools tended to aspire to finish high school and move on to higher education slightly more than those attending medium concentration schools (20–50% immigrant students). The analyses further show that these differences between high and medium concentration schools can be explained by the more optimistic culture in high concentration schools. The main conclusion is that high concentration schools are not necessarily detrimental for students’ educational aspirations.  相似文献   

18.
Young children under 6 years old are over-represented in the U.S. child welfare system (CWS). Due to their exposure to early deprivation and trauma, they are also highly vulnerable to developmental problems, including language delays. High quality early care and education (ECE) programs (e.g. preschool, Head Start) can improve children's development and so policymakers have begun calling for increased enrollment of CWS-supervised children in these programs. However, it is not a given that ECE will benefit all children who experience maltreatment. Some types of maltreatment may result in trauma-related learning and behavior challenges or developmental deficits that cause children to respond to ECE settings differently. The current study uses data from a nationally representative survey of children in the U.S. child welfare system, the National Survey of Child and Adolescent Well-Being II, to assess whether young CWS-supervised children (N = 1,652) who were enrolled in ECE had better language development outcomes 18 months later than those not enrolled in ECE. We also explore whether the type of maltreatment that brought children to the CWS’ attention moderates the relationship between ECE and children's language development. After controlling for children's initial scores on the Preschool Language Scale (PLS-3), type(s) of maltreatment experienced, and child and caregiver demographics, we found that ECE participation predicted better PLS-3 scores at follow-up, with a positive interaction between ECE participation and supervisory neglect. ECE seems to be beneficial for CWS-involved children's early language development, especially for children referred to the CWS because they lack appropriate parent supervision at home.  相似文献   

19.
In England, students with immigrant background exhibit lower educational attainment than those without immigrant background. Family socioeconomic status (SES) helps explain differences in educational attainment, but a gap remains that differs in size for students with different immigrant backgrounds. While the explanatory repertoire for the remaining gap is broad, it has been neglected to comprehensively investigate whether family SES constructs are equivalent across students with different immigrant backgrounds. Using data from the first wave of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU) for England (n = 4,315), the paper applies exploratory structural equation modelling (ESEM) to evaluate measurement invariance of family background constructs across students without and with immigrant background, specifically Pakistani/Bangladeshi immigrant background. Results suggest differences in the structure of family SES indicators across groups and in their association with educational attainment. Complementary variables are suggested to enhance family SES indicators. Findings are relevant to researchers investigating educational inequalities related to immigrant background.  相似文献   

20.
This article examines the extent to which parental socioeconomic status (SES) affects the likelihood of a child becoming a top-performing student, offering an international perspective by reporting this relationship in 31 developed countries. The impact of 3 important educational system characteristics (differentiation in terms of early tracking, standardisation, and private schooling) on the relationship between parental SES and top performance was determined. We employed multilevel logistic regression models on data from the Programme for International Student Assessment (PISA) 2015 (N?=?216,980) to reveal that children with low parental SES have a lower probability of becoming a top-performing student than those with high parental SES, although this association differs between countries. The negative relationship between a disadvantaged parental background and top performance was not affected by the educational system characteristics under investigation.  相似文献   

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