Author: RaeHyuck Lee Publisher: ISBN: Category : Languages : en Pages :
Book Description
More than one in four children under age 6 in the United State are children of immigrants, and the majority of these children are Asian and Hispanic. Despite this, there have been few studies on the early development of young children of immigrants. In particular, although healthy development in the early years of life is important in helping children get ready for school, little is known about school readiness among children in immigrant families. Therefore, this study examines school readiness among children of Asian and Hispanic immigrant mothers, with particular attention to two important characteristics of immigrant families: maternal language use and use of preschool. This study is composed of five chapters, starting with Chapter 1 that introduces the background and purpose of this study. Chapter 2 reviews the theoretical backgrounds for the association between maternal language use and the development of young children in immigrant families, and then for the role of preschool in children's school readiness.
Author: Elena L. Grigorenko Publisher: Routledge ISBN: 1135213585 Category : Education Languages : en Pages : 463
Book Description
This edited volume presents an overview of research and policy issues pertaining to children from birth to 10 who are first- and second-generation immigrants to the U.S., as well as native-born children of immigrants. The contributors offer interdisciplinary perspectives on recent developments and research findings on children of immigrants. By accessibly presenting research findings and policy considerations in the field, this collection lays the foundation for changes in child and youth policies associated with the shifting ethnic, cultural, and linguistic profile of the U.S. population.
Author: Angelicia S. Dunbar Publisher: ISBN: Category : Academic achievement Languages : en Pages : 87
Book Description
"The racial-ethnic academic achievement gap is a long-standing phenomenon in the U.S. that has held the attention of scholars for decades. Research has found that accounting for factors such as SES reduces the initial gap but does not eliminate differences by race and ethnicity (Han & Palloni, 2009). Given the persistent achievement gap, researchers have placed greater emphasis on the importance of parent involvement in children's education for promoting academic achievement. Emerging literature suggests that lower levels of parent involvement found among racial-ethnic minority parents when compared to White parents (Lee & Bowen, 2006) may explain disparities in achievement, however, this hypothesis has rarely been tested directly. Moreover, less is known about these links among children in immigrant families, a growing segment of the U.S. population. Thus, the present study tested whether lower fifth grade achievement among children of Caribbean and Mexican immigrants as compared to children of European immigrants can be explained by their parents' lower levels of involvement in education in the third grade, net of demographic variables. Further, this study tests whether lower levels of parental resources among Caribbean and Mexican immigrant parents can account for their expected lower levels of parent involvement. The present study was conducted using the Early Childhood Longitudinal Study, Kindergarten cohort dataset (ECLS-K). The analysis sample included White European (n= 207), Black Caribbean (n= 45), Mexican (n= 562), and East Asian (n= 95) immigrant children (first and second generation) who began kindergarten in the U.S. in 1998-99. Results indicated that children of European immigrants scored significantly higher in reading and math than children of Caribbean and Hispanic immigrants. Children of European immigrants scored lower in math than children of East Asian immigrants, but did not differ from this group in reading. Consistent with hypotheses, varying levels of parent involvement among racial-ethnic immigrant parents partially accounted for racial-ethnic gaps in achievement. Further, racial-ethnic differences in parent involvement were partially accounted for by differences in parental resources to be involved. Implications for research and practice are discussed."--Abstract from author supplied metadata.
Author: National Research Council Publisher: National Academies Press ISBN: 0309065453 Category : Social Science Languages : en Pages : 673
Book Description
Immigrant children and youth are the fastest-growing segment of the U.S. population, and so their prospects bear heavily on the well-being of the country. Children of Immigrants represents some of the very best and most extensive research efforts to date on the circumstances, health, and development of children in immigrant families and the delivery of health and social services to these children and their families. This book presents new, detailed analyses of more than a dozen existing datasets that constitute a large share of the national system for monitoring the health and well-being of the U.S. population. Prior to these new analyses, few of these datasets had been used to assess the circumstances of children in immigrant families. The analyses enormously expand the available knowledge about the physical and mental health status and risk behaviors, educational experiences and outcomes, and socioeconomic and demographic circumstances of first- and second-generation immigrant children, compared with children with U.S.-born parents.
Author: Xiaofang Xue Publisher: ISBN: Category : Languages : en Pages : 146
Book Description
Maternal socialization goals can significantly impact preschoolers' socioemotional school readiness, which is essential for their future academic achievement and adjustment in formal schooling. Asian immigrant mothers in the U.S. may endorse both interdependence-oriented goals stemming from their heritage Asian cultures, and independence-oriented socialization goals that are consistent with the host American culture. This study aimed to investigate how independence- and interdependence-oriented goals coexist through the identification of underlying classes of Asian immigrant mothers. Potential differences in their children' socioemotional school readiness (prosocial behaviors, sociability, and on-task behaviors) across the different classes of mothers were also examined. The sample consisted of 193 Chinese and Korean immigrant mothers and their preschool-aged children. Mothers were interviewed regarding their socialization goals and teachers rated the preschoolers' socioemotional school readiness. Latent class analyses revealed two underlying classes. The majority of Asian immigrant mothers (86%) highly emphasized independence-oriented and moderately endorsed interdependence-oriented goals (class 1), whereas 14% mothers highly emphasized interdependence-oriented goals, but endorsed independence-oriented goals at low levels (class 2). Moreover, children of mothers in class 1 were rated by their teachers as being more sociable and on-task, compared to children with mothers in class 2. This study provided evidence for the heterogeneity in Asian immigrant mothers' socialization goals and can inform the development of cultural-specific parenting programs aiming to facilitate Asian immigrant preschoolers' socioemotional school readiness.
Author: Jorge E. Gonzalez Publisher: Springer Nature ISBN: 3031144708 Category : Education Languages : en Pages : 260
Book Description
This book focuses on the literacy beliefs and practices of parents and children from Asian and Latinx heritage backgrounds. In the US, children from Asian and Latinx immigrant backgrounds represent the largest population of dual language learners in schools. While existing research has paid significant attention to the roles of parenting and the home literacy environment on children's literacy development, relatively little attention has been allocated to immigrant families. Chapters aim to meet the need in the field to understand the roles of culture and immigrant experiences on children's literacy learning and development, including immigrant families' home environments and parents' involvement in literacy-related activities in both English and the parents' native language. As Hispanic/Latinx and Asian American populations grow in the US, this book answers an urgent call for school systems and child and family professionals to be aware of issues in this area and how to address them in culturally responsive ways.
Author: Susan S. Chuang Publisher: Lexington Books ISBN: 0739167065 Category : Social Science Languages : en Pages : 331
Book Description
Over the past several decades, the demographic populations of many countries such as Canada as well as the United States have greatly transformed. Most striking is the influx of recent immigrant families into North America. As children lead the way for a 'new' North America, this group of children and youth is not a singular homogenous group but rather, a mosaic and diverse ethnic, racial, and cultural group. Thus, our current understanding of 'normative development' (covering social, psychological, cognitive, language, academic, and behavioral development), which has been generally based on middle-class Euro-American children, may not necessarily be 'optimal' development for all children. Researchers are widely recognizing that the theoretical frameworks and models of child development lack the sociocultural and ethnic sensitivities to the ways in which developmental processes operate in an ecological context. As researchers progress and develop promising forms of methodological innovation to further our understanding of immigrant children, little effort has been placed to collectively organize a group of scholarly work in a coherent manner. Some researchers who examine ethnic minority children tended to have ethnocentric notions of normative development. Thus, some ethnic minority groups are understood within a 'deficit model' with a limited scope of topics of interest. Moreover, few researchers have specifically investigated the acculturation process for children and the implications for cultural socialization of children by ethnic group. This book represents a group of leading scholars' cutting-edge research which will not only move our understanding forward but also to open up new possibilities for research, providing innovative methodologies in examining this complex and dynamic group. Immigrant Children: Change, Adaptation, and Cultural Transformation will also take the research lead in guiding our current knowledge of how development is influenced by a variety of sociocultural factors, placing future research in a better position to probe inherent principles of child development. In sum, this book will provide readers with a richer and more comprehensive approach of how researchers, social service providers, and social policymakers can examine children and immigration.
Author: Jennifer Lee Publisher: Russell Sage Foundation ISBN: 1610448502 Category : Social Science Languages : en Pages : 267
Book Description
Asian Americans are often stereotyped as the “model minority.” Their sizeable presence at elite universities and high household incomes have helped construct the narrative of Asian American “exceptionalism.” While many scholars and activists characterize this as a myth, pundits claim that Asian Americans’ educational attainment is the result of unique cultural values. In The Asian American Achievement Paradox, sociologists Jennifer Lee and Min Zhou offer a compelling account of the academic achievement of the children of Asian immigrants. Drawing on in-depth interviews with the adult children of Chinese immigrants and Vietnamese refugees and survey data, Lee and Zhou bridge sociology and social psychology to explain how immigration laws, institutions, and culture interact to foster high achievement among certain Asian American groups. For the Chinese and Vietnamese in Los Angeles, Lee and Zhou find that the educational attainment of the second generation is strikingly similar, despite the vastly different socioeconomic profiles of their immigrant parents. Because immigration policies after 1965 favor individuals with higher levels of education and professional skills, many Asian immigrants are highly educated when they arrive in the United States. They bring a specific “success frame,” which is strictly defined as earning a degree from an elite university and working in a high-status field. This success frame is reinforced in many local Asian communities, which make resources such as college preparation courses and tutoring available to group members, including their low-income members. While the success frame accounts for part of Asian Americans’ high rates of achievement, Lee and Zhou also find that institutions, such as public schools, are crucial in supporting the cycle of Asian American achievement. Teachers and guidance counselors, for example, who presume that Asian American students are smart, disciplined, and studious, provide them with extra help and steer them toward competitive academic programs. These institutional advantages, in turn, lead to better academic performance and outcomes among Asian American students. Yet the expectations of high achievement come with a cost: the notion of Asian American success creates an “achievement paradox” in which Asian Americans who do not fit the success frame feel like failures or racial outliers. While pundits ascribe Asian American success to the assumed superior traits intrinsic to Asian culture, Lee and Zhou show how historical, cultural, and institutional elements work together to confer advantages to specific populations. An insightful counter to notions of culture based on stereotypes, The Asian American Achievement Paradox offers a deft and nuanced understanding how and why certain immigrant groups succeed.
Author: RaeHyuck Lee
Author: Elena L. Grigorenko
Author: Alan Booth
Author: Angelicia S. Dunbar
Author: National Research Council
Author: Xiaofang Xue
Author: Jorge E. Gonzalez
Author: Susan S. Chuang
Author: Jennifer Lee
Author: Alejandro Rivera