Who Helps? Immigrant-native Differences in Patterns of Homework Assistance

Research output: Contribution to journalArticle

Abstract

In the United States, the dominant view of children is that they are passive receivers of parental resources - sites of investment that consume parental assets. However, this research largely ignores immigrant families, a fast-growing segment of the American population. This study uses data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K) to examine immigrant-native differences in who provides homework help to children in their households, a resource that most, if not all, children need and which parents are asked to provide. I find that, relative to white children in native-born households, both Asian and Latino children in immigrant households are more likely to rely on siblings for homework help (as opposed to parents). Unequal parental resources do not explain these immigrant-native differences. I show that far from being passive receivers of parental resources, children in immigrant families contribute much-needed resources - homework assistance, in this case - to their household members. This contribution, I suggest, is an expression of a larger immigrant adaptation strategy in the United States.

Original languageEnglish (US)
Pages (from-to)293-314
Number of pages22
JournalSociological Perspectives
Volume60
Issue number2
DOIs
StatePublished - Apr 1 2017
Externally publishedYes

Fingerprint

homework
assistance
immigrant
resources
parents
recipient
kindergarten
longitudinal study
assets
childhood

Keywords

  • childhood
  • children's contributions
  • immigrant children

ASJC Scopus subject areas

  • Sociology and Political Science

Cite this

Who Helps? Immigrant-native Differences in Patterns of Homework Assistance. / Lanuza, Yader.

In: Sociological Perspectives, Vol. 60, No. 2, 01.04.2017, p. 293-314.

Research output: Contribution to journalArticle

@article{5f254ac05efb4aa7a6df8a19c7b6a556,
title = "Who Helps? Immigrant-native Differences in Patterns of Homework Assistance",
abstract = "In the United States, the dominant view of children is that they are passive receivers of parental resources - sites of investment that consume parental assets. However, this research largely ignores immigrant families, a fast-growing segment of the American population. This study uses data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K) to examine immigrant-native differences in who provides homework help to children in their households, a resource that most, if not all, children need and which parents are asked to provide. I find that, relative to white children in native-born households, both Asian and Latino children in immigrant households are more likely to rely on siblings for homework help (as opposed to parents). Unequal parental resources do not explain these immigrant-native differences. I show that far from being passive receivers of parental resources, children in immigrant families contribute much-needed resources - homework assistance, in this case - to their household members. This contribution, I suggest, is an expression of a larger immigrant adaptation strategy in the United States.",
keywords = "childhood, children's contributions, immigrant children",
author = "Yader Lanuza",
year = "2017",
month = "4",
day = "1",
doi = "10.1177/0731121416636086",
language = "English (US)",
volume = "60",
pages = "293--314",
journal = "Sociological Perspectives",
issn = "0731-1214",
publisher = "University of California Press",
number = "2",

}

TY - JOUR

T1 - Who Helps? Immigrant-native Differences in Patterns of Homework Assistance

AU - Lanuza, Yader

PY - 2017/4/1

Y1 - 2017/4/1

N2 - In the United States, the dominant view of children is that they are passive receivers of parental resources - sites of investment that consume parental assets. However, this research largely ignores immigrant families, a fast-growing segment of the American population. This study uses data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K) to examine immigrant-native differences in who provides homework help to children in their households, a resource that most, if not all, children need and which parents are asked to provide. I find that, relative to white children in native-born households, both Asian and Latino children in immigrant households are more likely to rely on siblings for homework help (as opposed to parents). Unequal parental resources do not explain these immigrant-native differences. I show that far from being passive receivers of parental resources, children in immigrant families contribute much-needed resources - homework assistance, in this case - to their household members. This contribution, I suggest, is an expression of a larger immigrant adaptation strategy in the United States.

AB - In the United States, the dominant view of children is that they are passive receivers of parental resources - sites of investment that consume parental assets. However, this research largely ignores immigrant families, a fast-growing segment of the American population. This study uses data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K) to examine immigrant-native differences in who provides homework help to children in their households, a resource that most, if not all, children need and which parents are asked to provide. I find that, relative to white children in native-born households, both Asian and Latino children in immigrant households are more likely to rely on siblings for homework help (as opposed to parents). Unequal parental resources do not explain these immigrant-native differences. I show that far from being passive receivers of parental resources, children in immigrant families contribute much-needed resources - homework assistance, in this case - to their household members. This contribution, I suggest, is an expression of a larger immigrant adaptation strategy in the United States.

KW - childhood

KW - children's contributions

KW - immigrant children

UR - http://www.scopus.com/inward/record.url?scp=85014813941&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85014813941&partnerID=8YFLogxK

U2 - 10.1177/0731121416636086

DO - 10.1177/0731121416636086

M3 - Article

AN - SCOPUS:85014813941

VL - 60

SP - 293

EP - 314

JO - Sociological Perspectives

JF - Sociological Perspectives

SN - 0731-1214

IS - 2

ER -