Academic Trajectories of Newcomer Immigrant Youth

Autor/inn/en	Suarez-Orozco, Carola; Gaytan, Francisco X.; Bang, Hee Jin; Pakes, Juliana; O'Connor, Erin; Rhodes, Jean
Titel	Academic Trajectories of Newcomer Immigrant Youth
Quelle	In: Developmental Psychology, 46 (2010) 3, S.602-618 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0018201
Schlagwörter	Individual Characteristics; Violence; Poverty; Student Placement; School Segregation; Family Characteristics; Academic Achievement; Risk; Foreign Countries; Immigrants; Longitudinal Studies; Regression (Statistics); Institutional Characteristics; Case Studies; Statistical Analysis; Parent Background; Educational Attainment; Mothers; Academic Discourse; English (Second Language); Second Language Learning; Language Proficiency; Gender Differences; Mental Health; China; Dominican Republic; Haiti; Mexico; United States + Suchen Sie Ihr Suchwort? Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Gewalt; Armut; Schülerpraktikum; Schulleistung; Risiko; Ausland; Immigrant; Immigrantin; Immigranten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Case study; Fallstudie; Case Study; Statistische Analyse; Elternhaus; Bildungsabschluss; Bildungsgut; Mother; Mutter; Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Geschlechterkonflikt; Psychohygiene; Dominikanische Republik; Mexiko; USA
Abstract	Immigration to the United States presents both challenges and opportunities that affect students' academic achievement. Using a 5-year longitudinal, mixed-methods approach, we identified varying academic trajectories of newcomer immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some newcomer students performed at high or improving levels over time, others showed diminishing performance. Multinomial logistic regressions identified significant group differences in academic trajectories, particularly between the high-achieving youth and the other groups. In keeping with ecological-developmental and stage-environment fit theories, School Characteristics (school segregation rate, school poverty rate, and student perceptions of school violence), Family Characteristics (maternal education, parental employment, and household structure), and Individual Characteristics (academic English proficiency, academic engagement, psychological symptoms, gender, and 2 age-related risk factors, number of school transitions and being overaged for grade placement) were associated with different trajectories of academic performance. A series of case studies triangulate many of the quantitative findings as well as illuminate patterns that were not detected in the quantitative data. Thus, the mixed-methods approach sheds light on the cumulative developmental challenges that immigrant students face as they adjust to their new educational settings. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10