Double disadvantage or signs of resilience? The elementary school context of children from Mexican immigrant families.

Autor/in	Crosnoe, Robert
Titel	Double disadvantage or signs of resilience? The elementary school context of children from Mexican immigrant families.
Quelle	In: American educational research journal, 42 (2005) 2, S. 269-303Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312042002269
Schlagwörter	Empirische Untersuchung; Soziale Benachteiligung; Soziale Beziehung; Familie; Kind; Kindergarten; Primarbereich; Schüler; Verhaltensauffälligkeit; Schülerleistung; Soziales Verhalten; Mathematikunterricht; Sozioökonomische Lage; Ethnische Gruppe; Mexikaner; Migrant; USA
Abstract	Children from Mexican immigrant families represent one of the fastest-growing populations in the American educational system, but their ability to use this system to improve their long-term prospects may be hampered by problems associated with their schools. The present study explored this issue in a national sample of American kindergarteners. First, propensity score matching techniques revealed that children from Mexican immigrant families were overrepresented in schools with a variety of problematic characteristics, even when family background differences were taken into account. Second, multilevel models revealed that the mathematics achievement, mental health, and interpersonal functioning of these children were often at lower levels in such schools. Studies such as the present investigation demonstrate the value of developmental models of inequality and can inform policy by identifying points of intervention. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/3