Language Minorities and Their Educational and Labor Market Indicators--Recent Trends

Klein, Steven; Bugarin, Rosio; Beltranena, Renee; McArthur, Edith

doi:10.1037/e492142006-013

Cited by 18 publications

(21 citation statements)

References 2 publications

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“…Additionally, immigrant and language-minority students are more likely to drop out during high school (Klein et al , 2004; Suárez-Orozco et al , 2009), suggesting that the students remaining in our sample may be more resilient and attached to schooling than their former classmates who dropped out or ceased math course-taking earlier on. Both of these aspects of our study are substantively important and also suggest that our results are actually a conservative estimate of these dynamics.…”

Section: Discussionmentioning

confidence: 85%

“…However, as Tillman and others have argued, exclusive focus on academic indicators such as attainment or achievement for immigrants “mask[s] important differences in the processes through which immigrant and nonimmigrant children navigate the educational system,” (Tillman et al , 2006, p. 130; Watkins and Melde, 2010). The same may be true of language-minority students, the majority of whom have immigrant parents (85%) and were born in the U.S. (63%) (Klein et al , 2004). Despite strong evidence that supportive teachers facilitate academic success for immigrant and language-minority students, there is mixed evidence about how teachers perceive them.…”

Section: Introductionmentioning

confidence: 97%

“…Immigrants and language-minority students each comprise about one fifth of the U.S. student population, figures that are expected to increase in coming decades (Aud et al , 2010; Klein et al , 2004; Rong and Preissle, 2008). However, as Tillman and others have argued, exclusive focus on academic indicators such as attainment or achievement for immigrants “mask[s] important differences in the processes through which immigrant and nonimmigrant children navigate the educational system,” (Tillman et al , 2006, p. 130; Watkins and Melde, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Gatekeepers of the American Dream: How teachers’ perceptions shape the academic outcomes of immigrant and language-minority students

Blanchard

Muller

2015

Social Science Research

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High school teachers evaluate and offer guidance to students as they approach the transition to college based in part on their perceptions of the students' hard work and potential to succeed in college. Their perceptions may be especially crucial for immigrant and language-minority students navigating the U.S. educational system. Using the Educational Longitudinal Study of 2002 (ELS:2002), we consider how the intersection of nativity and language-minority status may (1) inform teachers' perceptions of students' effort and college potential, and (2) shape the link between teachers' perceptions and students' academic progress towards college (grades and likelihood of advancing to more demanding math courses). We find that teachers perceive immigrant language-minority students as hard workers, and that their grades reflect that perception. However, these same students are less likely than others to advance in math between the sophomore and junior years, a critical point for preparing for college. Language-minority students born in the U.S. are more likely to be negatively perceived. Yet, when their teachers see them as hard workers, they advance in math at the same rates as nonimmigrant native English speaking peers. Our results demonstrate the importance of considering both language-minority and immigrant status as social dimensions of students' background that moderate the way that high school teachers' perceptions shape students' preparation for college.

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Section: Discussionmentioning

confidence: 85%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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Gatekeepers of the American Dream: How teachers’ perceptions shape the academic outcomes of immigrant and language-minority students

Blanchard

Muller

2015

Social Science Research

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“…However, few studies have explored rates of postsecondary enrollment and college attainment among immigrant students with linguistic minority backgrounds (Nuñez and Sparks, 2012;Rodriguez and Cruz, 2009). Klein, Bugarin, Beltranena, and McArthur (2004) found that among the traditional collegeage cohort (eighteen to twenty-four years of age), students with linguistic minority status were less likely than others to enroll in college (28 percent versus 37 percent, respectively). In the 2004 Beginning Postsecondary Students Study, Nuñez and Sparks (2012) also found that students with linguistic minority backgrounds were far less likely than their nonlinguistic minority peers to enroll in selective institutions (13 percent versus 56 percent, respectively), again indicating the eff ect of linguistic minority status on postsecondary enrollment patterns.…”

Section: English Language Profi Ciencymentioning

confidence: 96%

2013

ASHE Higher Education Report

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Introduction, Context, and Overview Why Focus on Immigrants? Immigrant as a Conceptual Term Definitions of Key Terms Limitations of the Monograph Organization of the Monograph A Context for Immigration in the United States Theoretical Foundation: Immigrant Student College Transition and Persistence Neo‐Racism Social‐Ecological Model Acculturation and Assimilation Theories Social Capital Theory Conclusion Access to Higher Education for Immigrant Students Generational Status Socioeconomic Status English Language Proficiency Parental Involvement and Expectations Financial Aid Conclusion Collegiate Experience of Immigrant Students College Adjustment and Persistence Psychological Development and Acculturation Social Identity Development Career Aspirations and Development Conclusion Undocumented Students and Higher Education Background on Undocumented Immigrants Federal Legislation and Undocumented Students State Approaches to Undocumented Students and Higher Education Opposition to In‐state Tuition Rates for Undocumented Students Conclusion Immigrant Students and Community Colleges Relevant Research on Immigrants at Community Colleges Issues Related to Immigrant Students in Community Colleges Innovative Programs for Educating Immigrants Conclusion Concluding Thoughts Suggestions for Future Research Implications for Policy and Practice Conclusion Notes Appendix References Name Index Subject Index About the Authors

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“…ELLs are predominately Latino, come from low-income backgrounds, and are concentrated in low-achieving, resource-poor schools (Fry, 2008;Klein, Bugarin, Beltranena, & McArthur, 2004). Cross-sectional data indicate that achievement levels for ELL P-12 students are among the lowest in the country.…”

Section: Portrait Of the Average Ell Studentmentioning

confidence: 97%

Does English Language Learner (ELL) Identification Predict College Remediation Designation?: A Comparison by Race and Ethnicity, and ELL Waiver Status

Flores¹,

Drake²

2014

rhe

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Using individual-level longitudinal state administrative data, this analysis examines whether English language learner (ELL) status increases the likelihood of being designated as needing college remediation. We track a cohort of ELL and non-ELL students from first grade to college entry and investigate whether there are differences in students’ remediation designation related to time spent in an ELL program, race/ethnicity, and ELL waiver status. Results suggest distinct differences across racial and ethnic groups within the ELL category. Consistent among all student groups is the negative impact of a concentration of underrepresented students in a high school on remediation designation.

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Language Minorities and Their Educational and Labor Market Indicators--Recent Trends

Cited by 18 publications

References 2 publications

Gatekeepers of the American Dream: How teachers’ perceptions shape the academic outcomes of immigrant and language-minority students

Gatekeepers of the American Dream: How teachers’ perceptions shape the academic outcomes of immigrant and language-minority students

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Does English Language Learner (ELL) Identification Predict College Remediation Designation?: A Comparison by Race and Ethnicity, and ELL Waiver Status

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