The influence of immigrant parent legal status on U.S.-born children's academic abilities: The moderating effects of social service use

Brabeck, Kalina; Sibley, Erin; Taubin, Patricia; Murcia, Ángela María Páez

doi:10.1080/10888691.2015.1114420

Cited by 30 publications

(22 citation statements)

References 38 publications

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“…Notably, the developmental issues associated with unauthorized status are not limited to youth who are unauthorized themselves. Having a parent who is unauthorized is associated with a number of developmental and educational vulnerabilities in U.S.‐born children and youth, including lower levels of cognitive development, achievement, and educational progress across early and middle childhood (Brabeck, Sibley, Taubin, & Murcia, ; Ortega et al., ; Yoshikawa, ). Landale and colleagues found higher internalizing (depression, anxiety, withdrawal) and externalizing (aggressive and acting out) behavioral problems in a sample of Mexican‐origin, primary‐school‐age children with unauthorized parents, relative to their counterparts with documented or citizen parents (Landale, Hardie, Oropesa, & Hillemeier, ).…”

Section: Links Between Unauthorized Status and Youth Developmentmentioning

confidence: 99%

Unauthorized Status and Youth Development in the United States: Consensus Statement of the Society for Research on Adolescence

Yoshikawa

Suárez‐Orozco

Gonzales

2016

J of Research on Adolesc

124

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In the United States, 5.3 million children and adolescents are growing up either with unauthorized status or with at least one parent who has that status. Until recently, little in the way of research has informed federal, state, and local policy debates related to unauthorized status (e.g., border enforcement, deportation, and a pathway to citizenship) although these issues have important implications for youth development. This statement is a brief summary of the research evidence on multiple domains of development that may be affected by the child or parent's unauthorized status. We also describe the contextual and psychological mechanisms that may link this status to developmental outcomes. We summarize a range of policies and practices that could reduce the developmental harm to children, youth, and their families stemming from this status. Finally, we conclude with recommendations for policy, practice, and research that are based on the evidence reviewed.

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Section: Links Between Unauthorized Status and Youth Developmentmentioning

confidence: 99%

Unauthorized Status and Youth Development in the United States: Consensus Statement of the Society for Research on Adolescence

Yoshikawa

Suárez‐Orozco

Gonzales

2016

J of Research on Adolesc

124

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“…The compounded everyday stresses of discrimination, poverty, fear of deportation, and other acculturative stresses strain family relationships over time, reducing the buffer of familism that protects Latino immigrant families during their integration into new environments (Arbona et al, 2010;Bacallao & Smokowski, 2007). Parental stress is exacerbated by poor or coercive work conditions and unstable employment which contribute further to the decline of familism, socioeconomic well-being, and learning opportunities for children, especially lower enrollment in programs for which they or their children are eligible (Brabeck et al, 2015;Rubio-Hernandez & Ayón, 2016;Yoshikawa & Kalil, 2011). In all, these childhood experiences in the family system leave a lasting and cumulative disadvantage that legal access to services (provided by citizenship or documentation) cannot rectify (Enriquez, 2015).…”

Section: Atmosphere Of Immigrant Sentimentmentioning

confidence: 99%

“…Yet, these children too often still lack the resources and support needed to obtain a high school diploma (Federico, 2013). Parental unauthorized status can negatively impact a child's educational attainment, as these children show lower academic achievement in middle childhood (Brabeck et al, 2015) and achieve over a year less in formal schooling (Bean et al, 2015). Academic achievement is mediated by school and social environments with racism; immigrant segregation and isolation; poverty; low expectations from teachers; and linguistic, cultural, and familial barriers to inclusion (National Center for Education Statistics [NCES], 2011;.…”

Section: Educational Outcomesmentioning

confidence: 99%

Irregular Immigration Status Impacts for Children in the USA

Mapp

Hornung

2016

J. Hum. Rights Soc. Work

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Recent public discourse has focused on immigration from Mexico and Central America, with debates about the impact of the undocumented population on the USA. However, less discussed is how the undocumented status of members of immigrant families-i.e., living in a mixed-status family or being unauthorized oneself-has far-reaching impacts on the well-being of children in the family. Ineligibility for services, as well as psychological impacts related to fears of deportation and the stigmatization of an immigrant identity, create numerous and at times unyielding barriers to physical health, educational success, and psycho-social well-being. Examining the current literature provides an overview of these impacts, how they violate children's rights, and their implications.

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“…According to the theory, and supported by research, in promotive community environments, ECE programs can provide secure and enriching settings for Latino children, as well as support parent’s need for work, and provide a social support network for immigrant families (Vesely et al, 2013 ). In contrast, neighborhoods and communities that feel unsafe or discriminatory may lead families to keep children at home as a proactive safety strategy (Bartlett & Ramos-Olazagasti, 2018 ; Matthews et al, 2018 ) due to mistrust, and parents may limit their involvement in employment, use of programs, or other enrichment opportunities for the family (Brabeck, Sibley, Taubin, & Murcia, 2016 ). Thus, the perceived unsafe environment serves as an inhibiting influence by limiting the reach of ECE and other services to Latino children.…”

Section: Sociocultural Theory and Transactional Frameworkmentioning

confidence: 99%

Early Childhood Education Programs as Protective Experiences for Low-Income Latino Children and Their Families

Smith

2020

ADV RES SCI

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Research is accelerating toward a deeper understanding of early childhood education (ECE) environments as protective experiences for Latino children; however, more work remains. This paper provides a review of the evidence that ECE environments benefit Latino children and mitigate the impact of adverse childhood experiences (ACEs) and other poverty-related risks; however, Latino families face numerous barriers to accessing ECE opportunities for their children. While enrollment by Latino children in ECE programs has grown in prior decades, further increases in access to ECE are needed to benefit Latino children, who are disproportionately impacted by poverty. In addition, ECE programs, especially high-quality and dual generation–focused programs like Early Head Start and Head Start, are in a strong position to help offset the risk for poor educational and mental health outcomes due to Latino’s children’s exposure to stressors such as discrimination and ACEs. Gaps remain in how well ECE is serving Latino families due to a combination of factors including parental work schedules, heritage language and cultural factors, and the lack of affordable and available ECE programs in Latino communities. To remedy these gaps, researchers must continue to further elucidate the needs, preferences, and gaps regarding access to early care and education opportunities for Latino children. For those studying trauma and ACEs among low-income children, greater attention to how preventative interventions or treatments that are embedded in ECE settings serve Latino populations is warranted, as this has the tremendous potential to mitigate the long-term impact of ACEs on Latino children. The paper concludes with a set of early childhood practice and policy recommendations for enhancing protective experiences for low-income Latino children.

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The influence of immigrant parent legal status on U.S.-born children's academic abilities: The moderating effects of social service use

Cited by 30 publications

References 38 publications

Unauthorized Status and Youth Development in the United States: Consensus Statement of the Society for Research on Adolescence

Unauthorized Status and Youth Development in the United States: Consensus Statement of the Society for Research on Adolescence

Irregular Immigration Status Impacts for Children in the USA

Early Childhood Education Programs as Protective Experiences for Low-Income Latino Children and Their Families

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