The immigrant paradox in children and adolescents: Is becoming American a developmental risk?

Individual, social, and family factors associated with high school dropout among low‐SES youth: Differential effects as a function of immigrant status

“…Consistent with the straight-line perspective (Alba & Nee, 1997), our results showed that family socio-economic status increases across generations. Yet, they also showed, in support of the optimism hypothesis (Kao & Tienda, 1995) and the immigrant paradox perspective (Garc ıa Coll & Marks, 2012), that first-generation students, and to a lesser extent second-generation students, present more positive characteristics in terms of achievement and motivation in school. Finally, in line with the segmented-assimilation process (Portes & Zhou, 1993), which proposes that adjustment varies across immigrant minorities based on a variety of factors, our findings demonstrated that certain individual and family characteristics have different weights in the prediction of school dropout for first-and second-generation students.…”

“…In line with previous work (Fuligni, 1997), such resilience suggests that poverty and its consequences might be more transitory and less crystalized in immigrant families compared with native families living in low socioeconomic neighbourhood, who are more likely to experience intergenerational poverty (Sharkey, 2013). Immigrant parents tend to have high levels of enthusiasm and educational ambitions for their children, and in line with both the immigrant paradox and the optimism perspectives, it seems that these values turn into healthier behaviours and greater school perseverance and success for students with an immigrant background (Garc ıa Coll & Marks, 2012;Kao & Tienda, 1995).…”

“…Another perspective referred to as the 'immigrant paradox' suggests the opposite (Garc ıa Coll & Marks, 2012). This perspective proposes that first-generation immigrant students are expected to outperform their second-generation and native peers, despite the fact that these students often face higher socio-economic challenges expected to increase their educational disadvantage (Crosnoe & Lopez-Turley, 2011).…”

From Learning Beliefs to Achievement Among Chinese Immigrant and European American Preschool Children

“…A more conceptually refined construct could shed important light on this developmental domain. Second, the studies (Pong & Zeiser, 2012;Su arez-Orozco & Su arez-Orozco, 2001) identified lower regard to and engagement in school as well as their decreased achievement in later years among older children of the second generation (Crosnoe, 2006;Han, 2012;Hernandez, Denton, Macartney, & Blanchard, 2012;Kao, 1999;Su arez-Orozco et al, 2008;Turney & Kao, 2012). This process merits research on developmental origins.…”

Newcomer immigrant adolescents: A mixed-methods examination of family stressors and school outcomes.

“…Indeed, immigrating as a child is linked to higher rates of anxiety and depression in adulthood (Abe- Kim et al, 2007). However, despite these challenges, some research shows immigrant youth with better mental health, lower juvenile delinquency, and better academic performance than their native-born peers-a phenomenon known as the immigrant paradox (García Coll & Marks, 2012). For some, but not all immi-grant youth, emotional, behavioral, and academic outcomes may worsen over time as they become more acculturated (García Coll & Marks, 2012;Hernandez & Charney, 1998).…”