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Full Description
Many academic and public policies promote the rapid assimilation of immigrants. Yet, researchers have recently identified an emerging pattern, known as the immigrant paradox, in which assimilated children of immigrants experience poorer developmental outcomes and lower educational achievements. This volume examines these controversial findings by asking how and why highly acculturated youth may fare worse academically and developmentally than their less assimilated peers, and under what circumstances this pattern is disrupted.
Chapters explore the question "Is becoming American a developmental risk?" through a variety of lenses—psychological, sociological, educational, and economic. Contributors compare differential health, behavioral, and educational outcomes for foreign- and native-born children of immigrants across generations. Findings provide counterevidence to the popular notion that immigrant children and families are prone to weaken and drain our social systems of resources.
Contents
Contributors
Preface
Introduction
Cynthia Garc amp iacute a Coll and Amy Kerivan Marks
I. Is There an amp quot Immigrant Paradox amp quot ?
Children in Immigrant Families: Demography, Policy, and Evidence for the Immigrant Paradox
Donald J. Hernandez, Nancy A. Denton, Suzanne Macartney, and Victoria L. Blanchard
Historical Origins of the Immigrant Paradox for Mexican American Students: The Cultural Integration Hypothesis
Raymond Buriel
Studying the Immigrant Paradox in the Mexican-Origin Population
Robert Crosnoe
II. Behavior and Health Outcomes Across Generations
Behavioral Outcomes in Early Childhood: Immigrant Paradox or Disadvantage?
Kristen Turney and Grace Kao
Exploring the Immigrant Paradox in Adolescent Sexuality: An Ecological Perspective
Marcela Raffaelli, Hyeyoung Kang, and Tristan Guarini
Immigrant Generational Status and Delinquency in Adolescence: Segmented Assimilation and Racial amp ndash Ethnic Differences
Hoan N. Bui
III. Family and Community Factors Affecting Academic Outcomes
Bilingualism and Academic Achievement: Does Generation Status Make a Difference?
Wen-Jui Han
An Immigrant Advantage in the Early School Trajectories of Latino Preschoolers From Low-Income Immigrant Families
Natalia Palacios
Student Engagement, School Climate, and Academic Achievement of Immigrants' Children
Suet-ling Pong and Kristina L. Zeiser
Immigrant Gateway Communities: Does Immigrant Student Achievement Vary by Location?
Dylan Conger and Meghan Salas Atwell
In Spite of the Odds: Undocumented Immigrant Youth, School Networks, and College Success
Roberto G. Gonzales
Immigrant Youth in Postsecondary Education
Lingxin Hao and Yingyi Ma
IV. Concluding Remarks
The Intersection of Aspirations and Resources in the Development of Children From Immigrant Families
Andrew J. Fuligni
Index
About the Editors
