Academic Achievement Trajectories of Adolescents from Mexican and East Asian Immigrant Families in the United States

Autor/inn/en	Jeong, Yu-Jin; Acock, Alan C.
Titel	Academic Achievement Trajectories of Adolescents from Mexican and East Asian Immigrant Families in the United States
Quelle	In: Educational Review, 66 (2014) 2, S.226-244 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2013.769936
Schlagwörter	Academic Achievement; Mexican Americans; Asian American Students; Adolescents; Immigrants; Ethnicity; Family Influence; Parents; Human Capital; Cultural Capital; Social Capital; National Surveys; Predictor Variables; Longitudinal Studies; Models; Parent Attitudes; High School Students + Suchen Sie Ihr Suchwort? Schulleistung; Hispanoamerikaner; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Immigrant; Immigrantin; Immigranten; Ethnizität; Eltern; Humankapital; Sozialkapital; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Elternverhalten; High school; High schools; Oberschule
Abstract	Drawing on the National Educational Longitudinal Survey 1988 (NELS:88), this study identified (1) the growth pattern of academic achievement of adolescent children from Mexican and East Asian immigrant families; (2) investigated to what extent ethnicity and family capital influenced the trajectories in the academic achievement of children from Mexican and East Asian immigrant families in the United States. The growth curve model analysis showed that ethnicity had a significant main effect on academic trajectories. Taking into account various forms of family capital, however, there was no significant ethnicity effect on the rate of change. In addition, compared to parents with a lower level of family capital, those whose families had higher levels of capital generally did better at eighth grade and these students' achievement accelerated over time. Implications and limitations are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10