Academic achievement of legal immigrants' children: the roles of parents' pre- and postmigration characteristics in origin-group differences     

SL Pong  NS Landale 《Child development》2012,83(5):1543-1559

Using data from the New Immigrant Survey, a study based on a nationally representative sample of legal immigrants, the present study extends prior research on the academic outcomes of immigrants' children by examining the roles of pre- and postmigration parental characteristics and the home environment. An analysis of 2,147 children aged 6-12 shows that parents' premigration education is more strongly associated with children's academic achievement than any other pre- or postmigration attribute. Premigration parental attributes account for the test score disadvantage of Mexican-origin children of legal immigrants, relative to their non-Latino counterparts. The findings reveal continuities and discontinuities in parental socioeconomic status and demonstrate that what parents bring to the United States and their experiences after arrival influence children's academic achievement.  相似文献   

WHY DO IMMIGRANT YOUTH WHO NEVER ENROLL IN U.S. SCHOOLS MATTER? AN EXAMINATION OF SCHOOL ENROLLMENT AMONG MEXICANS AND NON-HISPANIC WHITES     

Oropesa RS  Landale NS 《Sociology of education》2009,82(3):240-266

Using data from the 2000 Public Use Sample of the U.S. Census, this research examines how estimates of school enrollment and school-work patterns among Mexican-origin adolescents are affected by including or excluding young immigrants who never enrolled in U.S. schools. The analysis demonstrates that a non-trivial share of adolescents who were born in Mexico almost certainly never enrolled in U.S. schools; these youth most likely migrated to the United States for work. Excluding these adolescents from analyses substantially reduces gaps in school enrollment between Mexicans and Whites and between native and foreign-born Mexicans. Excluding never-enrolled immigrant youth also changes the relationship between duration of U.S. residence and idleness among Mexican immigrant youth, revealing that additional years of residence in the United States increase the likelihood of being out of school and not working compared to in school and not working. Overall, inferences about the level of school enrollment and intra-ethnic differences in school enrollment by duration of residence depend on how those who are likely to have never enrolled in U.S. schools are treated. Inferences about interethnic differences also are affected, although they are somewhat less sensitive to this issue.  相似文献