The Academic Trajectories of Immigrant Youths: Analysis within and across Cohorts

Jennifer E. Glick · Michael J. White

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Education and experiences of immigrants and refugees Migration and Labor Dynamics School Choice and Performance

Abstract

Two nationally representative cohorts--from the National Educational Longitudinal Study (NELS) and High School and Beyond (HSB)--were used to examine the effects of generation and duration of residence on students' performance on standardized tests over a two-year period. In multivariate models, generational status predicts variation in students' performance on baseline (sophomore) tests, with effects stronger for the later age cohort (NELS) than for the earlier age cohort (HSB). With regard to the trajectory of achievement, generational status has a greatly reduced role for both cohorts. The best predictors of the trajectory of achievement are not those that are based on nativity per se, but those that reflect the social environment experienced in the United States (i.e., ethnicity and family's socioeconomic status).

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References

1993The New Second Generation: Segmented Assimilation and its Variants 1941Department of Labor 2002Legacies: the story of the immigrant second generation 1997Rethinking Assimilation Theory for a New Era of Immigration 1989Home Advantage: Social Class and Parental Intervention in Elementary Education 1997Segmented Assimilation: Issues, Controversies, and Recent Research on the New Second Generation 1995Optimism and achievement: the educational performance of immigrant youth 1994The Crucible Within: Ethnic Identity, Self-Esteem, and Segmented Assimilation among Children of Immigrants

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2008College for some to college for all: Social background, occupational expectations, and educational expectations over time 2017An Immigrant Paradox? Contextual Attainment and Intergenerational Educational Mobility 2011The Adaptation of Migrant Children 2007Neighborhood and School Factors in the School Performance of Immigrants' Children 2007Does Social Capital Still Matter? Immigrant Minority Disadvantage in School-Specific Social Capital and its Effects on Academic Achievement

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