Educational progress of children of immigrants: The roles of class, ethnicity, and school context

Alejandro Portes, Dag MacLeod

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

Recent immigration to the United States has spawned a rapidly growing second generation, most of whom are of school age. This article reports the findings of a study of 5,266 secondgeneration high school students in Florida and California, who were children of Cuban and Vietnamese immigrants (representative of relatively advantaged groups) and of Haitian and Mexican immigrants (representative of relatively disadvantaged groups). The study found that parents’ socioeconomic status (SES), length of U.S. residence, and hours spent on homework significantly affected the students’ academic performance, but did not eliminate the effects of ethnic community. Attendance at higher-SES schools increased the average academic performance and the positive effect of parents’ SES, whereas attendance at inner-city schools flattened the negative effect of ethnic disadvantage. However, school context had no appreciable effect on children from advantaged ethnic backgrounds.

Original languageEnglish (US)
Title of host publicationThe New Immigration
Subtitle of host publicationAn Interdisciplinary Reader
PublisherTaylor and Francis
Pages309-329
Number of pages21
ISBN (Electronic)9781136077067
ISBN (Print)0415949165, 9780415949163
DOIs
StatePublished - Jan 1 2012
Externally publishedYes

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

Fingerprint

Dive into the research topics of 'Educational progress of children of immigrants: The roles of class, ethnicity, and school context'. Together they form a unique fingerprint.

Cite this