Thriving, Catching Up, Falling Behind: Immigrant and Refugee Children's Kindergarten Competencies and Later Academic Achievement

Autor/inn/en	Gagné, Monique; Guhn, Martin; Janus, Magdalena; Georgiades, Katholiki; Emerson, Scott D.; Milbrath, Constance; Duku, Eric; Magee, Carly; Schonert-Reichl, Kimberly A.; Gadermann, Anne M.
Titel	Thriving, Catching Up, Falling Behind: Immigrant and Refugee Children's Kindergarten Competencies and Later Academic Achievement
Quelle	In: Journal of Educational Psychology, 113 (2021) 7, S.1387-1404 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gagné, Monique) ORCID (Guhn, Martin) ORCID (Janus, Magdalena) ORCID (Georgiades, Katholiki) ORCID (Emerson, Scott D.) ORCID (Milbrath, Constance)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000634
Schlagwörter	Immigrants; Refugees; Young Children; Adolescents; Kindergarten; Grade 4; Grade 7; Grade 10; Competence; Academic Achievement; Acculturation; Social Development; Emotional Development; Literacy; Numeracy; Socioeconomic Status; Gender Differences; English Language Learners; At Risk Students; Predictor Variables; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Flüchtling; Frühe Kindheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; Kompetenz; Schulleistung; Akkulturation; Soziale Entwicklung; Gefühlsbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Prädiktor; Ausland; Kanada
Abstract	Immigrant and refugee children and adolescents form a growing socially, culturally, and economically diverse group with the potential for wide-ranging adaptation outcomes. The goal of the study was to examine whether developmental competencies (social-emotional and academic) and sociodemographic disparities (e.g., SES and migration class) identified in kindergarten forecast the academic achievement trajectories of first- and second-generation immigrant and refugee children, from childhood to adolescence. The study used a retrospective, longitudinal, population-based design by making use of linked, individual-level administrative data from four sources (e.g., Immigration, Refugees, and Citizenship Canada and Ministry of Education; IRCC, 2014 and BC MED, 2014) to identify a study cohort of immigrant and refugee children in British Columbia, Canada (N = 9,216). We utilized an analytical approach (group-based trajectory modeling) that allowed us to capture heterogeneity in the Grade 4 to Grade 10 academic (literacy and numeracy) trajectories. The resulting literacy and numeracy achievement trajectories were wide-ranging--some children thriving, some catching up, and some falling behind over time. Children's developmental competencies assessed in kindergarten (literacy, numeracy, and social-emotional) were found to predict later trajectory group membership in significant and, at times, interacting ways. Trajectory group membership also differed by migration class (refugee/immigrant), generation status, socioeconomic status, English language learner status, and sex. The findings highlight the need for early, targeted school and community interventions that will help set all immigrant and refugee children onto long-term paths of positive adaptation. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01