The Children of Immigrants' Academic Self-Efficacy: The Significance of Gender, Race, Ethnicity, and Segmented Assimilation

Autor/inn/en	Bondy, Jennifer M.; Peguero, Anthony A.; Johnson, Brent E.
Titel	The Children of Immigrants' Academic Self-Efficacy: The Significance of Gender, Race, Ethnicity, and Segmented Assimilation
Quelle	In: Education and Urban Society, 49 (2017) 5, S.486-517 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124516644049
Schlagwörter	Self Efficacy; Gender Differences; Racial Differences; Ethnicity; Acculturation; Adolescents; Urban Schools; Longitudinal Studies; High School Students; Postsecondary Education; Student Experience; Public Schools; Immigrants; Minority Group Students; Generational Differences; Academic Achievement; Student Characteristics; Family Characteristics; Institutional Characteristics; Statistical Analysis; Geographic Location + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Akkulturation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Post-secondary education; Tertiäre Bildung; Studienerfahrung; Public school; Öffentliche Schule; Immigrant; Immigrantin; Immigranten; Schulleistung; Statistische Analyse
Abstract	Academic self-efficacy reflects an adolescent's level of confidence or belief that she or he can successfully accomplish educational assignments and tasks, which are also argued to be a fundamental factor in educational progress and success. Little is known, however, about the academic self-efficacy that the children of immigrants have, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S. public schools. Segmented assimilation theory guides this study's understanding of the children of immigrants' academic self-efficacy. Analyses, which draw from the Educational Longitudinal Study of 2002 and multilevel analyses, indeed reveal imperative findings. Most notably, the association between academic self-efficacy and assimilation is moderated by gender, race, and ethnicity. This article also discusses the importance of understanding the schooling of the children of immigrants in the educational system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01