Unraveling the Immigrant Paradox: Academic Engagement and Disengagement among Recently Arrived Immigrant Youth

Autor/inn/en	Suarez-Orozco, Carola; Rhodes, Jean; Milburn, Michael
Titel	Unraveling the Immigrant Paradox: Academic Engagement and Disengagement among Recently Arrived Immigrant Youth
Quelle	In: Youth & Society, 41 (2009) 2, S.151-185 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X09333647
Schlagwörter	Foreign Countries; Adolescents; Immigrants; Learner Engagement; Academic Achievement; Living Standards; Quality of Life; Student Adjustment; Social Support Groups; China; Dominican Republic; Haiti; Mexico; United States + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Immigrant; Immigrantin; Immigranten; Schulleistung; Lebensstandard; Lebensqualität; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Social support; Soziale Unterstützung; Dominikanische Republik; Mexiko; USA
Abstract	Many studies have pointed to a troubling phenomenon known as the "immigrant paradox." Despite an initial advantage length of residence in the United States appears to be associated with declining academic achievement and aspirations. To date, this line of research has taken a largely cross-sectional approach, comparing first, second, and third generations. The Longitudinal Immigrant Student Adaptation Study (LISA) combines longitudinal, interdisciplinary, and comparative approaches to document the patterns of adaptation of 408 recently arrived immigrant origin youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years. Here, we present data that demonstrate patterns of academic engagement and achievement of these youths over time, as well as a structural equations model (SEM) that sheds light on the factors contributing to these patterns. These data suggest that supportive relationships significantly mediate the academic engagement and outcomes of immigrant youth. Implications and future directions are discussed. (Contains 4 tables, 5 figures, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10