Diverse Experience of Immigrant Children: How Do Separation and Reunification Shape Their Development?

Autor/inn/en	Lu, Yao; He, Qian; Brooks-Gunn, Jeanne
Titel	Diverse Experience of Immigrant Children: How Do Separation and Reunification Shape Their Development?
Quelle	In: Child Development, 91 (2020) 1, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13171
Schlagwörter	Children; Child Development; Separation Anxiety; Parent Child Relationship; Child Welfare; Early Experience; Adults; Literacy; Academic Achievement; At Risk Persons; Behavior Problems; Disadvantaged Youth; Undocumented Immigrants; Immigration + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Kindesentwicklung; Trennungsangst; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindeswohl; Frühbeginn; Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung; Risikogruppe; Benachteiligter Jugendlicher; Illegaler Aufenthalt
Abstract	Although many immigrant children to the United States arrive with their parents, a notable proportion are first separated and later reunited with their parents. How do the experiences of separation and reunification shape the well-being of immigrant children? Data were from a national survey of legal adult immigrants and their families, the New Immigrant Survey from 2003 to 2004 (for academic achievement, age 6-12, N = 876; for psychosocial well-being, age 6-17, N = 1,084). Results indicated that immigrant children who were once separated from their parents exhibited poorer literacy and higher risk of emotional and behavioral problems than those who migrated with parents. A protracted period of separation and previous undocumented status of parents amplified the disadvantages experienced by these children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01