K-12 Educational Outcomes of Immigrant Youth

Autor/inn/en	Crosnoe, Robert; Turley, Ruth N. Lopez
Titel	K-12 Educational Outcomes of Immigrant Youth
Quelle	In: Future of Children, 21 (2011) 1, S.129-152 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1054-8289
Schlagwörter	Evidence; School Readiness; College Preparation; Elementary Secondary Education; Federal Legislation; Educational Objectives; Outcomes of Education; Academic Achievement; Language Skills; Generational Differences; Racial Differences; Ethnicity; Disadvantaged; Comparative Analysis; At Risk Students; Socioeconomic Background; Bilingualism; Family Relationship; Citizenship; Cultural Relevance; Parent Participation; Gender Differences; Asians; Immigrants; Latin Americans; United States + Suchen Sie Ihr Suchwort? Evidenz; Readiness for school; School ability; Schulreife; Bundesrecht; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Schulleistung; Language skill; Sprachkompetenz; Rassenunterschied; Ethnizität; Sozioökonomische Lage; Bilingualismus; Staatsbürgerschaft; Elternmitwirkung; Geschlechterkonflikt; Asian; Asiat; Asiatin; Asiaten; Asiate; Immigrant; Immigrantin; Immigranten; Latin America; People; Lateinamerika; Bevölkerung; Volk; USA
Abstract	The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth Lopez Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and ethnicity, and national origin. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This apparent advantage is often referred to as the immigrant paradox, in that it occurs despite higher-than-average rates of social and economic disadvantages in this population as a whole. The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths' English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States. Bilingualism and strong family ties help to explain immigrant advantages in schooling; school, community, and other contextual disadvantages may suppress these advantages or lead to immigrant risks. Crosnoe and Turley also discuss several policy efforts targeting young people from immigrant families, especially those of Latin American origin. One is the DREAM Act, proposed federal legislation to create a pathway to citizenship for undocumented youth who meet certain criteria. Another effort includes culturally grounded programs to support the college preparation of immigrant adolescents and the educational involvement of immigrant parents of young children. (Contains 1 figure, 1 table, and 84 endnotes.) (As Provided).
Anmerkungen	Woodrow Wilson School of Public and International Affairs at Princeton University and The Brookings Institution. 267 Wallace Hall, Princeton University, Princeton, NJ 08544. Tel: 609-258-6979; e-mail: FOC@princeton.edu; Web site: http://www.brookings.org/index/publications.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10