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Published: 10 December 2022

Last updated: 29 January 2023

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1

Dunn, Michael. "Educational Pathway and Social Mobility in Children of Immigrants." International Education Studies 12, no. 12 (November 29, 2019): 44. http://dx.doi.org/10.5539/ies.v12n12p44.

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This paper looks at degree completion and wages of immigrants to understand the extent to which a student’s chosen educational pathway limits his or her social mobility. Statistical modeling established the predictive strengths of key variables on educational pathway and statistical analysis is used to understand the relationship between educational pathway, degree completion, and wages. Findings show that educational pathway mediates many of the background determinants that previous research identified as key mechanisms for immigrant social mobility. Furthermore, findings also identify a significant “pathway wage penalty” despite degree completion. New immigration plus births to immigrants added more than 22 million people to the U.S. population in the last decade, equal to 80 percent of total population growth. Immigrants and their children now account for more than one in five public school students. The impact of immigrants and their children on the US population, and the education system, underscores the importance of research examining the immigrant experience.

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2

Wells, Ryan. "Children of Immigrants and Educational Expectations: The Roles of School Composition." Teachers College Record: The Voice of Scholarship in Education 112, no. 6 (June 2010): 1679–704. http://dx.doi.org/10.1177/016146811011200602.

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Background/Context Many children of immigrants are not enrolled in high schools that sufficiently meet their needs, and subsequently, many are not making a successful transition to, and/or successfully completing, higher education. As immigration grows in the United States, educators and policy makers must understand how the educational processes for children of immigrants differ from nonimmigrants. Because expectations for higher education are a necessary, though insufficient, step toward college attendance and degree attainment, and because students have these attitudes influenced by the schools they attend, I examine high school composition for its effects on educational expectations and how compositional effects differ between children of immigrants and nonimmigrants. Purpose/Objective/Research Question/Focus of Study This study intends to be another step on the path toward understanding the educational processes of children of immigrants specifically, and of all students more broadly, as the immigrant population grows in U.S. schools. Toward those ends, this study is based on two overarching research questions: (1) How do the immigrant compositions of U.S. secondary schools affect the educational expectations of all students? (2) How do the compositions of U.S. secondary schools affect the educational expectations of children of immigrants differently than nonimmigrant students? Research Design The research questions are addressed via secondary data analysis using data from the Educational Longitudinal Study (ELS:2002/2004), which were collected by the National Center for Education Statistics. I explore school composition effects on a binary dependent variable indicating whether a 12th-grade student expects to complete a graduate or professional degree. This study emphasizes a critical-quantitative approach by demonstrating that common theories and assumptions about educational expectations may be inaccurate for children of immigrants in today's schools. Conclusions/Recommendations Results show that children of immigrants are affected differently by school composition than are nonimmigrants, and in ways that contradict commonly accepted theoretical views. Specifically, this analysis demonstrates that comparative and normative theories of school effects are not accurate for children of immigrants, at least not to the same degree as they are for nonimmigrants. This is a reminder to researchers and practitioners alike that subgroups of students, in this case the children of immigrants, may not be affected by schools in similar ways.

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Filindra, Alexandra, David Blanding, and Cynthia Garcia Coll. "The Power of Context: State-Level Policies and Politics and the Educational Performance of the Children of Immigrants in the United States." Harvard Educational Review 81, no. 3 (September 1, 2011): 407–38. http://dx.doi.org/10.17763/haer.81.3.n306607254h11281.

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Children of immigrant backgrounds—children who are immigrants themselves or were born to immigrant parents—are the largest segment of growth in the U.S. school population. In this exploratory interdisciplinary analysis, Filindra, Blanding, and Garcia Coll ask whether the context of policy and political receptivity, even when they are not directed at school reform or at immigrants, nonetheless affects the high school completion of children of immigrant backgrounds. The novelty of this work is its theoretical integration of insights from multiple disciplines and its emphasis on the larger context in analyzing the educational outcomes for children of immigrants. The authors' findings suggest that policy matters and that it matters in different ways. Specifically, they find a strong positive association between the immigrant inclusion in state welfare programs and high school graduation rates for the children of immigrants. At the same time, the study suggests that multiculturalism policies, targeting racial and ethnic minorities rather than immigrants specifically, may have the opposite effect. Finally, the authors suggest that politics also matters, as seen in the gap in graduation rates between the children of immigrants and the children of U.S.-born parents, which is narrower in Democrat-dominated states than it is in Republicancontrolled states.

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Suarez-Orozco, Carola. "Afterword: Understanding and Serving the Children of Immigrants." Harvard Educational Review 71, no. 3 (September 1, 2001): 579–90. http://dx.doi.org/10.17763/haer.71.3.x40q180654123382.

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To date, demographers, economists, and sociologists who focus almost exclusively on adults have dominated the agenda of immigration scholarship. Immigrant youth, however, are now the fastest growing sector of the child population (Landale & Oropesa, 1995). Today, one in five children in the United States is the child of immigrants, and it is projected that by 2040 one in three children will fit this description (Rong & Prissle, 1998). Given the numbers involved, how these children adapt and the educational pathways they take will clearly have profound implications for our society. Thus, there is an urgent need to expand our knowledge in this field.

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Shaeye, Abdihafit. "Education Attainment of Children of Economic and Refugee Immigrants in the United States." Migration Letters 19, no. 4 (July 29, 2022): 413–22. http://dx.doi.org/10.33182/ml.v19i4.1842.

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This paper analyzes the educational attainment of second-generation economic and refugee immigrants. Data from the Children of Immigrants Longitudinal Study (CILS) survey are used to estimate two measures of educational outcomes: securing a college degree, and years of schooling completed. Results show that, on average, children of refugees have educational attainment outcomes that are on par with those of the children of economic immigrants. They have similar odds of college degree achievement and are also as likely to acquire similar years of schooling as the children of economic immigrants. Accounting for important controls such as parents’ socio-economic status index do not affect the results.

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Aydemir, Abdurrahman, Wen-Hao Chen, and Miles Corak. "Intergenerational Education Mobility among the Children of Canadian Immigrants." Canadian Public Policy 39, Supplement 1 (May 2013): S107—S122. http://dx.doi.org/10.3138/cpp.39.supplement1.s107.

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7

Dahlstedt, Inge. "Over-Education Amongst the Children of Immigrants in Sweden." Nordic Journal of Migration Research 5, no. 1 (March 1, 2015): 36. http://dx.doi.org/10.1515/njmr-2015-0003.

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8

Hull, Marie, and Jonathan Norris. "The skill development of children of immigrants." Economics of Education Review 78 (October 2020): 102036. http://dx.doi.org/10.1016/j.econedurev.2020.102036.

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9

Lee, Rennie. "How are the Children of Immigrants Assimilating? The Effects of Individual, Neighborhood, Coethnic Community, and National Origin Group Characteristics on Education in San Diego." International Journal of Sociology of Education 7, no. 2 (June 25, 2018): 123. http://dx.doi.org/10.17583/rise.2018.2354.

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How immigrants’ children will integrate to US society is of ongoing debate. This study examines which assimilation pathway immigrants’ children are following. This study examines how four factors—individual, neighborhood, coethnic community, and national origin group—affect the children of immigrants’ educational attainment. I analyze a unique data set that matches individual survey data from the Children of Immigrants’ Longitudinal Survey (CILS) dataset with coethnic community, neighborhood, and group level data. The results indicate that coethnic community, group, and individual factors simultaneously influence the children of immigrants’ education, showing evidence for the selective assimilation pathway.

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10

Vinogradova, Natalya. "The Problem of Teaching Children of Immigrants in the Russian Federation." Primary Education 9, no. 3 (July 13, 2021): 7–9. http://dx.doi.org/10.12737/1998-0728-2021-9-3-7-9.

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The publication proposes to discuss the problem of teaching children of immigrants who have arrived in our country and need to adapt to the new social, linguistic and cultural environment. The principles underlying the organization of education for children of immigrants in the Russian Federation, and the conditions for their education in educational institutions of our country, which were formulated at a meeting of the Council under the President of the Russian Federation for Interethnic Relations on March 30, 2021, are given. The content of the state order of the Ministry of Education of the Russian Federation to the Federal State the budgetary scientific institution “Institute of Education Development Strategy of the Russian Academy of Education” to study the difficulties faced by children of immigrants in the process of adaptation. The result of the study should be the creation of a set of guidelines for teachers organizing the work of classes in which children of immigrants study.

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Barcellos, Silvia Helena, Leandro S. Carvalho, James P. Smith, and Joanne Yoong. "Financial Education Interventions Targeting Immigrants and Children of Immigrants: Results from a Randomized Control Trial." Journal of Consumer Affairs 50, no. 2 (October 14, 2015): 263–85. http://dx.doi.org/10.1111/joca.12097.

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12

Spener, David. "Transitional Bilingual Education and the Socialization of Immigrants." Harvard Educational Review 58, no. 2 (July 1, 1988): 133–54. http://dx.doi.org/10.17763/haer.58.2.x7543241r7w14446.

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David Spener argues that U.S. educational policies reflect an implicit economic need to socialize immigrants and minority group members to fill necessary, but undesirable, low-status jobs. Transitional bilingual education programs, which provide only a limited period of native-language instruction and do not ensure English mastery, prevent immigrant children from attaining academic fluency in either their native language or in English. The subsequent discrepancy between the learning capacities of immigrant children and their monolingual peers reinforces stereotypes of immigrants and some linguistic minorities, and serves to socially legitimize their economically required limited access to better jobs.

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Miller, Lamar P., and Lisa A. Tanners. "Diversity and the New Immigrants." Teachers College Record: The Voice of Scholarship in Education 96, no. 4 (June 1995): 671–80. http://dx.doi.org/10.1177/016146819509600404.

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New immigrants in the United States are enlivening the schools at the same time as they are overwhelming them. The waves of immigration have led to an increasingly diverse school population and have created a new set of problems. Today, with children from such diverse backgrounds, schools are inadequately prepared to serve the needs of the students who are arriving in increasing numbers. The challenges associated with the new immigrants are numerous. Problems now exist that are related to desegregation, multicultural education, higher-quality education, and bilingual education. As the population of our schools becomes more and more diverse, the most appropriate ways to educate this fascinating heterogeneous population must be sought.

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Lauderdale, Mitzi K., and Stuart J. Heckman. "Family Background and Higher Education Attainment Among Children of Immigrants." Journal of Family and Economic Issues 38, no. 3 (July 20, 2017): 327–37. http://dx.doi.org/10.1007/s10834-017-9537-4.

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15

Alba, Richard, and Roxane Silberman. "The Children of Immigrants and Host-Society Educational Systems: Mexicans in the United States and North Africans in France." Teachers College Record: The Voice of Scholarship in Education 111, no. 6 (June 2009): 1444–75. http://dx.doi.org/10.1177/016146810911100606.

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Background/Context The educational fate of the children of low-wage immigrants is a salient issue in all the economically developed societies that have received major immigration flows since the 1950s. The article considers the way in which educational systems in the two countries structure the educational experiences and shape the opportunities of the children of immigrants. Purpose/Objective/Research Question/Focus of Study This article examines the educational experiences of the children of Mexican immigrants in the United States and of North African immigrants in France. Both groups are low-wage labor migrants with low educational attainment relative to the native born. Research Design The article uses data from the U.S. Census and the 2003 Formation Qualification Professionelle Survey in France, as well as analysis of other research on the two countries, to compare educational processes and attainment for the two groups. Conclusions/Recommendations The comparison of the two systems shows that although the French and U.S. educational systems differ in many ways, the outcomes are in fact quite similar. In both systems, the children of low-wage labor migrants are tracked into the low streams of the educational hierarchy and have lower attainment than their native-born peers. At the same time, in both countries, a small percentage of children of immigrants do manage to succeed. The authors conclude that despite apparent differences between the two systems, residential segregation and educational tracking produce these similar outcomes, which also reflect the determination of native-born middle-class parents to preserve their privileged status and to thwart efforts to make the educational system more open.

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Lee, Rennie. "Doing Good in the Neighborhood? The Effect of Coethnic Concentration on the Educational Attainment of Mexican, Filipino, and Vietnamese Children of Immigrants." International Journal of Sociology of Education 5, no. 3 (October 25, 2016): 214–43. http://dx.doi.org/10.17583/rise.2016.2176.

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An enduring puzzle in social science literature is that immigrants’ children belonging to Asian subgroups consistently outperform their Latino counterparts even after parents’ socioeconomic background is considered. These disparities may be explained by differences in the coethnic community. Using the Children of Immigrants Longitudinal Data in California, this study quantitatively examines whether living with more coethnics affects the educational attainment of Mexican, Vietnamese, and Filipino children of immigrants. The results indicate that Vietnamese children benefit from living with a higher number of coethnics but Mexicans and Filipinos do not. The enduring Vietnamese effect may be attributed to underlying social characteristics of the Vietnamese community, such as their refugee status or norms about success. Overall, the effect of coethnic neighbors on education depends on immigrants’ aggregate characteristics.

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Sabater, Albert, and Elspeth Graham. "The Role of Children’s Education for the Mental Health of Aging Migrants in Europe." GeroPsych 29, no. 2 (June 2016): 81–92. http://dx.doi.org/10.1024/1662-9647/a000145.

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Abstract. In this study, using SHARE data we examined whether the education of adult children is associated with depressive symptoms (EURO-D caseness) for older immigrants and nonimmigrants in Europe. After controlling for possible confounders, we found that the education of adult children has independent effects on the mental health of their parents, and that having children with upper secondary or tertiary levels of education significantly lessen the odds of immigrants experiencing depressive symptoms. Furthermore, regular contact between parents and their adult children exerts a positive influence as well as amplifying the relationship between children’s education and mental health. Taken together, the results demonstrate that, were it not for family social capital, older immigrants might experience much worse mental health outcomes.

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Bondy, Jennifer M., Anthony A. Peguero, and Brent E. Johnson. "The Children of Immigrants’ Bonding to School: Examining the Roles of Assimilation, Gender, Race, Ethnicity, and Social Bonds." Urban Education 54, no. 4 (February 22, 2016): 592–622. http://dx.doi.org/10.1177/0042085916628609.

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Social bonds to school (i.e., attachment, commitment, involvement, and belief) can influence educational progress and success for students; however, the children of immigrants’ bonding to school remain unclear. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel analysis to examine straight-line assimilation, segmented assimilation, and immigrant optimism theories in relationship to the children of immigrants’ school bonds. Findings suggest that bonds to school are moderated by gender, race, ethnicity, and immigrant generation. The implications of the evident disparities in the children of immigrants’ bonds to U.S. public schools are discussed more broadly.

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Chen, Mei-ying, and Geneva Gay. "CULTURALLY RESPONSIVE TEACHING FOR THE CHILDREN OF NEW IMMIGRANTS IN TAIWAN: PERSPECTIVES OF NEW IMMIGRANT PARENTS." Problems of Education in the 21st Century 78, no. 6A (December 25, 2020): 1065–80. http://dx.doi.org/10.33225/pec/20.78.1065.

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International marriages have increased the population of new immigrants in Taiwan. Most Taiwanese educators are unaware of the expectations of the new immigrant parents. This ethnographic research explored whether Taiwanese primary school teachers implemented culturally responsive teaching to help the children of new immigrants become academically accomplished from the perspectives of the new immigrant parents. The findings indicated that most Taiwanese primary school teachers were aware of the challenges the children of new immigrants faced but culturally responsive teaching approaches were rarely implemented in any meaningful way, and that Taiwan still lacked effective communication styles, multicultural curriculum design and culturally congruent teaching. While most Taiwanese teachers recognized cultural differences, they failed to pursue measures to achieve educational equity. The new challenges and relevant issues are discussed. Keywords: culturally responsive teaching, ethnographic research, international marriages, primary school teachers

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20

Perreira, Krista M., and Juan M. Pedroza. "Policies of Exclusion: Implications for the Health of Immigrants and Their Children." Annual Review of Public Health 40, no. 1 (April 2019): 147–66. http://dx.doi.org/10.1146/annurev-publhealth-040218-044115.

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Public policies play a crucial role in shaping how immigrants adapt to life in the United States. Federal, state, and local laws and administrative practices impact immigrants’ access to education, health insurance and medical care, cash assistance, food assistance, and other vital services. Additionally, immigration enforcement activities have substantial effects on immigrants’ health and participation in public programs, as well as effects on immigrants’ families. This review summarizes the growing literature on the consequences of public policies for immigrants’ health. Some policies are inclusive and promote immigrants’ adaptation to the United States, whereas other policies are exclusionary and restrict immigrants’ access to public programs as well as educational and economic opportunities. We explore the strategies that researchers have employed to tease out these effects, the methodological challenges of undertaking such studies, their varying impacts on immigrant health, and steps that can be undertaken to improve the health of immigrants and their families.

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21

Herscovici, Steven. "Ethnic Differences in School Attendance in Antebellum Massachusetts: Evidence from Newburyport, 1850–1860." Social Science History 18, no. 4 (1994): 471–96. http://dx.doi.org/10.1017/s0145553200017120.

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Historians who have studied school attendance in the nineteenth century have noted the differences in enrollment rates between children of immigrants and children of parents born in the United States. These differences in attendance rates apparently persist even after controlling for the social and economic backgrounds of the children. Despite the fact that this result is familiar in the literature, historians have not agreed upon a single cause for these differences (Kaestle and Vinovskis 1980; Soltow and Stevens 1981; Perlmann 1988). Scholars have debated many possible reasons: perhaps different cultural or religious circumstances led immigrants and native-born Americans to act differently toward their children’s education; perhaps immigrants took their children out of school earlier because they could not afford the luxury of educating their children; or perhaps immigrants made a conscious choice between the education of their children and better housing, or other consumption for themselves and their families.

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Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.

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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.

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Liamputtong Rice, Pranee. "Childhood Health and Illness: Cultural Beliefs and Practices among the Hmong in Victoria." Australian Journal of Primary Health 4, no. 4 (1998): 44. http://dx.doi.org/10.1071/py98060.

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This paper examines the cultural construction of childhood illness among Hmong refugees from Laos who are living in Australia. It focuses on traditional patterns of beliefs and practices related to health and illness of newborn infants and young children. The Hmong treat childhood health and illness seriously, and for them there are several causes of childhood illness, including nature, souls, supernatural beings and human aggression. The roles of traditional healers who play an important part in childhood health and illness are also discussed. Lastly, the paper attempts to make clear some implications for child health services for immigrants such as the Hmong in Australia and elsewhere. The paper intends to contribute an anthropological perspective on child health which is particularly important in a multicultural society. A clear understanding by health professionals of cultural beliefs and expectations is essential if misunderstanding is to be avoided, and culturally appropriate and sensitive health care for immigrant children, such as the Hmong to be available.

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Colding, Bjørg, Leif Husted, and Hans Hummelgaard. "Educational progression of second-generation immigrants and immigrant children." Economics of Education Review 28, no. 4 (August 2009): 434–43. http://dx.doi.org/10.1016/j.econedurev.2007.08.004.

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Kindt, Marianne Takvam. "How do Children of Immigrants Experience Parental Involvement in their Education?" Nordic Journal of Migration Research 12, no. 2 (2022): 190–205. http://dx.doi.org/10.33134/njmr.458.

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26

Hibel, J., and A. D. Jasper. "Delayed Special Education Placement for Learning Disabilities Among Children of Immigrants." Social Forces 91, no. 2 (October 24, 2012): 503–30. http://dx.doi.org/10.1093/sf/sos092.

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Ueda, Reed. "Second-Generation Civic America: Education, Citizenship, and the Children of Immigrants." Journal of Interdisciplinary History 29, no. 4 (April 1999): 661–81. http://dx.doi.org/10.1162/002219599551859.

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28

DeNicolo, Christina Passos, Min Yu, Christopher B. Crowley, and Susan L. Gabel. "Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants." Review of Research in Education 41, no. 1 (March 2017): 500–530. http://dx.doi.org/10.3102/0091732x17690498.

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This chapter examines the factors that contribute to a sense of school belonging for immigrant and immigrant-origin youth. Through a review of the education research on critical care, the authors propose a framework informed by cariño conscientizado—critically conscious and authentic care—as central to reconceptualizing notions of school belonging. Research studies on teacher–student and peer relationships, student agency, and organizing are reviewed to identify how they function to disrupt structural factors that maintain educational inequities. Belonging as a concept is problematized through a re-envisioning of curriculum, pedagogy, and school–community relationships as a means to reduce inequality for immigrant and immigrant-origin youth and children.

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Heisig, Jan Paul, and Merlin Schaeffer. "The Educational System and the Ethnic Skills Gap among the Working-Age Population: An Analysis of 16 Western Immigration Countries." Socius: Sociological Research for a Dynamic World 6 (January 2020): 237802312092571. http://dx.doi.org/10.1177/2378023120925717.

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Research shows that children of immigrants, the “second generation,” have comparatively high educational aspirations. This “immigrant optimism” translates into ambitious educational choices, given the second generation’s level of academic performance. Choice-driven (comprehensive) education systems, which allow the children of immigrants to follow their ambitions, are therefore regarded as facilitating their structural integration. The authors focus on an underappreciated consequence of these findings. If the second generation strives for higher qualifications than children of native-born parents with similar performance, working-age children of immigrants should have lower skills than children of native-born parents with comparable formal education. This could result in (statistical) employer discrimination and ultimately hamper integration. This pattern should be particularly pronounced in choice-driven education systems and in systems that emphasize vocational education. Two-step regression models using data on 16 countries support these expectations. The authors explore implications of these findings for comparative research on ethnic gaps in labor market attainment.

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Suárez-Orozco, Carola, Hirokazu Yoshikawa, Robert Teranishi, and Marcelo Suárez-Orozco. "Growing Up in the Shadows: The Developmental Implications of Unauthorized Status." Harvard Educational Review 81, no. 3 (September 1, 2011): 438–73. http://dx.doi.org/10.17763/haer.81.3.g23x203763783m75.

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Unauthorized immigrants account for approximately one-fourth of all immigrants in the United States, yet they dominate public perceptions and are at the heart of a policy impasse. Caught in the middle are the children of these immigrants—youth who are coming of age and living in the shadows. An estimated 5.5 million children and adolescents are growing up with unauthorized parents and are experiencing multiple and yet unrecognized developmental consequences as a result of their family's existence in the shadow of the law. Although these youth are American in spirit and voice, they are nonetheless members of families that are "illegal" in the eyes of the law. In this article, the authors develop a conceptual framework to systematically examine the ways in which unauthorized status affects the millions of children, adolescents,and emerging adults caught in its wake. The authors elucidate the various dimensions of documentation status—going beyond the binary of the "authorized"and "unauthorized." An ecological framework brings to the foreground a variety of systemic levels shaping the daily experiences of children and youth as they move through the developmental spectrum. The article moves on to examine a host of critical developmental outcomes that have implications for child and youth well-being as well as for our nation's future.

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Intxausti, Nahia, and Feli Etxeberria. "Immigrants Families’ and Teachers’ Expectations from Children in Primary Education: Implications for Inclusive Education." Procedia - Social and Behavioral Sciences 93 (October 2013): 880–84. http://dx.doi.org/10.1016/j.sbspro.2013.09.297.

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Paat, Yok-Fong. "Children of Mexican Immigrants’ Aspiration-Attainment Gap and Educational Resilience." Diaspora, Indigenous, and Minority Education 9, no. 1 (January 2, 2015): 37–53. http://dx.doi.org/10.1080/15595692.2014.980804.

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Coe, Cati, and Serah Shani. "Cultural Capital and Transnational Parenting: The Case of Ghanaian Migrants in the United States." Harvard Educational Review 85, no. 4 (December 1, 2015): 562–86. http://dx.doi.org/10.17763/0017-8055.85.4.562.

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What does cultural capital mean in a transnational context? In this article, Cati Coe and Serah Shani illustrate through the case of Ghanaian immigrants to the United States that the concept of cultural capital offers many insights into immigrants' parenting strategies, but that it also needs to be refined in several ways to account for the transnational context in which migrants and their children operate. The authors argue that, for many immigrants, the folk model of success means that they seek for their children skills, knowledge, and ways of being in the world that are widely valued in the multiple contexts in which they operate. For Ghanaian migrants, parenting includes using social and institutional resources from Ghana as well as the United States. The multiplicity and contradictions in cultural capital across different social fields complicate their parenting “projects” and raise questions about the reproduction of social class through the intergenerational transmission of cultural capital.

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Jiang, Xin, and Anthony A. Peguero. "Immigration, Extracurricular Activity, and the Role of Family." Education and Urban Society 49, no. 3 (July 27, 2016): 314–40. http://dx.doi.org/10.1177/0013124516643759.

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The children of immigrants’ educational progress and success have been the focus of social research for decades. Although it is known that extracurricular activities contribute to adolescent development and overall well-being, it is also clear that participation varies across immigrant generations. Yet, empirical study explaining generational differences in extracurricular activities across different racial/ethnic groups is limited. This study uses data from the National Longitudinal Study of Adolescent Health (Add Health) to investigate if family characteristics (i.e., socioeconomic status, structure, parental supervision, and parent–child communication and interaction) explain generational extracurricular activity participation for four racial/ethnic groups (Whites, Blacks, Hispanics, and Asians). Findings indicate that family characteristics indeed mediate the children of immigrants’ participation in school extracurricular activities. Moreover, results also denote that family characteristics are particularly relevant for Hispanic children of immigrants’ extracurricular activity participation.

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Wells, Ryan. "Segregation and Immigration: An Examination of School Composition for Children of Immigrants." Equity & Excellence in Education 42, no. 2 (May 13, 2009): 130–51. http://dx.doi.org/10.1080/10665680902779853.

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Pong, Suet-ling. "Grade level and achievement of immigrants' children: academic redshirting in Hong Kong." Educational Research and Evaluation 15, no. 4 (July 23, 2009): 405–25. http://dx.doi.org/10.1080/13803610903087078.

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Engzell, Per. "Aspiration Squeeze: The Struggle of Children to Positively Selected Immigrants." Sociology of Education 92, no. 1 (December 23, 2018): 83–103. http://dx.doi.org/10.1177/0038040718822573.

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Why is it that children of immigrants often outdo their ethnic majority peers in educational aspirations yet struggle to keep pace with their achievements? This article advances the explanation that many immigrant communities, while positively selected on education, still have moderate absolute levels of schooling. Therefore, parents’ education may imbue children with high expectations but not always the means to fulfill them. Swedish data on children of immigrants from over 100 countries of origin support this view: Net of parents’ absolute years of schooling, a high rank in the sending country benefits children’s aspirations, attitudes, and educational choices but not their test scores or school grades. The upshot is an ‘‘aspiration squeeze’’ where to emulate their parents’ relative place in the education distribution, children are left struggling against the momentous tide of educational expansion.

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Rodriguez, Sophia. "‘Good, deserving immigrants’ join the Tea Party: How South Carolina policy excludes Latinx and undocumented immigrants from educational opportunity and social mobility." education policy analysis archives 26 (August 20, 2018): 103. http://dx.doi.org/10.14507/epaa.26.3636.

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This timely article engages in a content analysis of South Carolina state policies that exclude resources from (un)documented Latinx immigrants. This research explores how state policy enacts tropes of deservingness and constructs notions of good immigrants in order to exclude Latinx immigrants from educational opportunity and social mobility. Drawing on a content analysis of 67 policy documents from the state’s legislative database from 2003-2017, the analysis revealed examples of explicit and implicit exclusion. The main findings related to these forms of explicit and implicit exclusion, highlighting how policy discourse constructs notions of good immigrants in state policy and policy enactments restrict resources. As Latinx populations reconfigure the landscape of the U.S. South, states like South Carolina continue to embed racist, discriminatory language and actions into enacted and proposed policies. This has severe implications for undocumented children and families and their access to public and social resources.

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Greene, Kaylin M., Kathryn Hynes, and Emily A. Doyle. "Self-care among school-aged children of immigrants." Children and Youth Services Review 33, no. 5 (May 2011): 783–89. http://dx.doi.org/10.1016/j.childyouth.2010.11.023.

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Bondy, Jennifer M., Anthony A. Peguero, and Brent E. Johnson. "The Children of Immigrants’ Academic Self-Efficacy: The Significance of Gender, Race, Ethnicity, and Segmented Assimilation." Education and Urban Society 49, no. 5 (April 15, 2016): 486–517. http://dx.doi.org/10.1177/0013124516644049.

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Academic self-efficacy reflects an adolescent’s level of confidence or belief that she or he can successfully accomplish educational assignments and tasks, which are also argued to be a fundamental factor in educational progress and success. Little is known, however, about the academic self-efficacy that the children of immigrants have, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S. public schools. Segmented assimilation theory guides this study’s understanding of the children of immigrants’ academic self-efficacy. Analyses, which draw from the Educational Longitudinal Study of 2002 and multilevel analyses, indeed reveal imperative findings. Most notably, the association between academic self-efficacy and assimilation is moderated by gender, race, and ethnicity. This article also discusses the importance of understanding the schooling of the children of immigrants in the educational system.

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Pavlova, N. "Overcoming Social and Pedagogical Problems of Children of Immigrants." Primary Education 8, no. 1 (February 19, 2020): 8–11. http://dx.doi.org/10.12737/1998-0728-2020-8-11.

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The article discusses ways to overcome the social and pedagogical problems of immigrant children based on the practice of the modern Russian language comprehensive school in the aspect of their social adaptation and further successful education. The possibilities of the educational system are revealed, in particular, the forms of events that promote the socio-cultural adaptation of children of immigrants of primary school age are described.

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McCrickard, Rose, and Catherine Flynn. "Responding to Children of Prisoners: The Views of Education Professionals in Victoria." Children Australia 41, no. 1 (July 3, 2015): 39–48. http://dx.doi.org/10.1017/cha.2015.15.

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This paper reports on one aspect of data gathered in an Australian Research Council (ARC) funded project which sought to uncover how children are responded to when their parents are arrested and imprisoned. This paper presents initial specific insights into how Victorian schools understand and respond to these children. Due to the limited research previously conducted in this area of study, a flexible and exploratory approach was implemented. Data were obtained from eight Victorian education staff members, from a variety of professional domains, and were analysed using thematic analysis. Results indicate that a school's ability to respond appropriately to this group of students is shaped by the general and specific knowledge of parental imprisonment held by schools. Access to such knowledge is limited, however, by both the stigmatised nature of the problem and the current, fragmented, service system. More optimistically, it seems that when schools have greater awareness, positive responses can be implemented. Implications for this are discussed, with a particular focus on the need for clear channels of communication and collaborative work.

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Adair, Jennifer K., Joseph Tobin, and Angela E. Arzubiaga. "The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers who Teach Children of Recent Immigrants." Teachers College Record: The Voice of Scholarship in Education 114, no. 12 (December 2012): 1–37. http://dx.doi.org/10.1177/016146811211401203.

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Background/Context Many scholars in the fields of teacher education, multicultural education, and bilingual education have argued that children of recent immigrants are best served in classrooms that have teachers who understand the cultural background and the home language of their students. Culturally knowledgeable and responsive teachers are important in early education and care settings that serve children from immigrant families. However, there is little research on immigrant teachers’ cultural and professional knowledge or on their political access to curricular/pedagogical decision-making. Focus of Study This study is part of the larger Children Crossing Borders (CCB) study: a comparative study of what practitioners and parents who are recent immigrants in multiple countries think should happen in early education settings. Here, we present an analysis of the teacher interviews that our team conducted in the United States and compare the perspectives of immigrant teachers with those of their nonimmigrant counterparts, specifically centering on the cultural expertise of immigrant teachers who work within their own immigrant community. Research Design The research method used in the CCB project is a variation of the multi-vocal ethnographic research method used in the two Preschool in Three Cultures studies. We made videotapes of typical days in classrooms for 4-year-olds in early childhood education and care (ECEC) settings in five countries (England, France, Germany, Italy, and the United States) and then used these videos as cues for focus group interviews with parents and teachers. Using a coding framework designed by the national CCB team, we coded 30 focus group interviews. The coding framework was designed to facilitate comparisons across countries, cities, and categories of participants (teachers and parents, immigrant and nonimmigrant). Findings/Results Teachers who are themselves immigrants from the same communities of the children and families they serve seem perfectly positioned to bridge the cultural and linguistic worlds of home and school. However, our study of teachers in five U.S. cities at a number of early childhood settings suggests that teachers who are themselves immigrants often experience a dilemma that prevents them from applying their full expertise to the education and care of children of recent immigrants. Rather than feeling empowered by their bicultural, bilingual knowledge and their connection to multiple communities, many immigrant teachers instead report that they often feel stuck between their pedagogical training and their cultural knowledge. Conclusions/Recommendations Bicultural, bilingual staff, and especially staff members who are themselves immigrants from the community served by the school, can play an invaluable role in parent–staff dialogues, but only if their knowledge is valued, enacted, and encouraged as an extension of their professional role as early childhood educators. For the teachers, classrooms, and structures in our study, this would require nonimmigrant practitioners to have a willingness to consider other cultural versions of early childhood pedagogy as having merit and to enter into dialogue with immigrant teachers and immigrant communities.

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Manjón-Cabeza Cruz, Antonio, and Marcin Sosiński. "Moroccan immigrants learning Spanish writing (compared with L1 children)." Journal of Second Language Writing 51 (March 2021): 100791. http://dx.doi.org/10.1016/j.jslw.2021.100791.

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Skora, Helena, Bob Pillay, and Ishwar Desai. "Curricular skills valued by Parents of Children attending special developmental Schools in Victoria." Australasian Journal of Special Education 25, no. 1 (2001): 4–16. http://dx.doi.org/10.1080/1030011010250103.

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Brinbaum, Yaël, and Annick Kieffer. "Trajectories of Immigrants' Children in Secondary Education in France: Differentiation and Polarization." Population (english edition) 64, no. 3 (2009): 507. http://dx.doi.org/10.3917/pope.903.0507.

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Greenberg, I. "Vocational Education, Work Culture, and the Children of Immigrants in 1930s Bridgeport." Journal of Social History 41, no. 1 (September 1, 2007): 149–60. http://dx.doi.org/10.1353/jsh.2007.0133.

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George Mwangi, Chrystal A., and Shelvia English. "Being Black (and) Immigrant Students: When Race, Ethnicity, and Nativity Collide." International Journal of Multicultural Education 19, no. 2 (June 29, 2017): 100. http://dx.doi.org/10.18251/ijme.v19i2.1317.

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While Black immigrants share some of the racialized experiences of native-black Americans, they also have distinctive experiences. U.S. education presents an important environment to investigate these experiences as immigrants have the fastest growing child population and these children are increasingly entering the education system. This paper engages a systematic review of the growing body of literature centering on Black immigrants across the U.S. P-20 pipeline. Findings reveal that Black immigrants are presented narrowly in terms of the frameworks and research designs used to examine their educational experiences, pointing to a larger issue of a single narrative concerning this group.

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Kim, JaHun, Semret Nicodimos, Siri E. Kushner, Isaac C. Rhew, Elizabeth McCauley, and Ann Vander Stoep. "Comparing Mental Health of US Children of Immigrants and Non-Immigrants in 4 Racial/Ethnic Groups." Journal of School Health 88, no. 2 (January 14, 2018): 167–75. http://dx.doi.org/10.1111/josh.12586.

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Adair, Jennifer Keys, Kiyomi Sánchez-Suzuki Colegrove, and Molly E. McManus. "How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants' Conceptualizations of Learning." Harvard Educational Review 87, no. 3 (September 1, 2017): 309–34. http://dx.doi.org/10.17763/1943-5045-87.3.309.

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Early childhood education in grades preK–3 continues to contribute to future school success. Discrimination, however, can still be an obstacle for many children of Latinx immigrants because they often receive less sophisticated and dynamic learning experiences than their white, native-born peers. In this article, Jennifer Keys Adair, Kiyomi Sánchez-Suzuki Colegrove, and Molly E. McManus detail how this type of educational discrimination is perpetuated by educators' acceptance of the “word gap” discourse. Drawing on empirical work with more than two hundred superintendents, administrators, teachers, parents, and young children, they recount how caring, experienced educators explained that Latinx immigrant students could not handle dynamic, agentic learning experiences because they lacked vocabulary and how the children in those classrooms said that learning required still, obedient, and quiet bodies. Rather than blaming educators, the authors share this empirical evidence to demonstrate the harm that can come from denying young children a range of sophisticated learning experiences, especially when institutionally and publicly justified by deficit-oriented research and thinking. Using the work of Charles Mills, the authors argue that such a denial of experience to children of Latinx immigrants and other marginalized communities is discriminatory and, too often, the status quo.

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