The Influence of Immigrant Parent Legal Status on U.S.-Born Children's Academic Abilities: The Moderating Effects of Social Service Use

Autor/inn/en	Brabeck, Kalina M.; Sibley, Erin; Taubin, Patricia; Murcia, Angela
Titel	The Influence of Immigrant Parent Legal Status on U.S.-Born Children's Academic Abilities: The Moderating Effects of Social Service Use
Quelle	In: Applied Developmental Science, 20 (2016) 4, S.237-249 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2015.1114420
Schlagwörter	Immigrants; Parent Background; Academic Achievement; Undocumented Immigrants; Educational Attainment; Social Services; Low Income Groups; Urban Areas; Academic Ability; Predictor Variables; Reading Tests; Spelling; Mathematics Tests; Reading Skills; Statistical Analysis; Achievement Tests; Hispanic Americans; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Elternhaus; Schulleistung; Illegaler Aufenthalt; Bildungsabschluss; Bildungsgut; Social service; Soziale Dienstleistung; Soziale Dienste; Urban area; Stadtregion; Prädiktor; Lesetest; Schreibweise; Reading skill; Lesefertigkeit; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Hispanic; Hispanoamerikaner
Abstract	The present study investigated the relationship between immigrant parent legal status and academic performance among U.S.-born children, ages 7-10. Building on previous research and a social ecological framework, the study further explored how social service use moderates the relationship between parent legal status and academic performance. Participants included 178 low-income, urban parent/child dyads; all parents were immigrants from Mexico, Central America, or the Dominican Republic and all children were U.S.-born citizens. Using a standardized academic assessment as the outcome, parent legal vulnerability was a significant negative predictor of children's academic performance on reading, spelling, and math subtests. Additionally, parent use of social services significantly and positively moderated the relationship between parent legal vulnerability and children's word reading and spelling skills, indicating that social service use can serve as a protective buffer against the negative associations between parental unauthorized status and child achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01