K-12 Educational Outcomes of Immigrant Youth

Abstract

Summary The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K–12 educational system. Robert Crosnoe and Ruth López Turley summarize these K–12 patterns, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and ethnicity, and national origin. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This apparent advantage is often referred to as the immigrant paradox, in that it occurs despite higher-than-average rates of social and economic disadvantages in this population as a whole. The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths’ English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States. Bilingualism and strong family ties help to explain immigrant advantages in schooling; school, community, and other contextual disadvantages may suppress these advantages or lead to immigrant risks. Crosnoe and Turley also discuss several policy efforts targeting young people from immigrant families, especially those of Latin American origin. One is the DREAM Act, proposed federal legislation to create a pathway to citizenship for undocumented youth who meet certain criteria. Another effort includes culturally grounded programs to support the college preparation of immigrant adolescents and the educational involvement of immigrant parents of young children.

Integration In Italian Primary Schools: Immigrant Children’s Voices

“…We focused on the children and their first encounter with school because "if the school doesn't become familiar to them, but remains foreign, then the pain and delusion are strong, as well as resentment toward the external world that definitely does not recognize them and forces them to live on the margins, like their parents" (Moro, 2010, p. 79, author's translation). There are several factors which play an important role in successful integration (Crosnoe et al, 2011). The children we interviewed had the experience of living at the juncture of two worlds and two cultures, and they told us the great importance of feeling recognized by their peers and feeling supported by their teachers to be able to integrate into their new reality.…”

Learning Problems in Children of Refugee Background: A Systematic Review

“…50,51 Although the data on refugeebackground children are insufficient to draw similar conclusions, many of the same resource factors apply: strong family ties (although a significant minority experience family loss or dislocation), prioritization of education, "gift-andsacrifice" motivational narratives, 52 isolation from negative peer and social influences, bilingual advantage, and possible migration bias toward healthier, wealthier, and more educated parents. 53 This finding of academic resilience is echoed in reviews on mental health of refugee children, 42,[54][55][56][57][58][59] particularly the examples of "positive deviance, " where children have better mental health than would be predicted from their life experiences and social situation.…”

Mexican Ancestry, Immigrant Generation, and Educational Attainment in the United States

“…Notice that for many comparisons by immigrant generation within categories of raceethnicity, recent immigrants attain higher levels of education (e.g., groups 12 and 13 vs. 14, group 15 vs. 16, and group 18 vs. 19). As shown by Farley and Alba (2002) and Crosnoe and Turley (2011;see also Crosnoe 2005see also Crosnoe , 2006, this pattern is less pronounced for Mexican immigrants to the United States. And for Hispanic respondents to the ELS, the pattern is found only for a comparison of South and Central American immigrants (i.e., group 7 vs. 8).…”