Generational Differences in Academic Achievement among Immigrant Youths: A Meta-Analytic Review

Autor/inn/en	Duong, Mylien T.; Badaly, Daryaneh; Liu, Freda F.; Schwartz, David; McCarty, Carolyn A.
Titel	Generational Differences in Academic Achievement among Immigrant Youths: A Meta-Analytic Review
Quelle	In: Review of Educational Research, 86 (2016) 1, S.3-41 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654315577680
Schlagwörter	Immigrants; Academic Achievement; Meta Analysis; Educational Research; Standardized Tests; Grades (Scholastic); Asian Americans; Ethnicity; Socioeconomic Status; Statistical Analysis; Coding; Effect Size; Reliability; Race; Literature Reviews + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Schulleistung; Meta-analysis; Metaanalyse; Bildungsforschung; Pädagogische Forschung; Standadised tests; Standardisierter Test; Notenspiegel; Asian immigrant; United States; Asiatischer Einwanderer; USA; Ethnizität; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Codierung; Programmierung; Reliabilität; Rasse; Abstammung
Abstract	Research on generational differences in immigrant youths' academic achievement has yielded conflicting findings. This meta-analysis reconciles discrepant findings by testing meta-analytic moderators. Fifty-three studies provided 74 comparisons on academic outcomes. First- and second-generation youths did not significantly differ on academic achievement (Hedges's g = 0.01), and second-generation students performed slightly better than third-or-later-generation peers (g = 0.12). Moderation tests indicated that second-generation immigrants outperformed first-generation students on standardized tests (g = 0.20) and earned better grades than third-or-later-generation peers (g = 0.20). Immigrant advantage was stronger for Asian, low-socioeconomic, and community samples. Immigrant advantage may be overestimated in studies that use self-reported rather than school-reported achievement. Together, our results suggest a small, heterogeneous second-generation immigrant advantage that varies by immigrant population and study characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01