Immigrant Stories Ethnicity and Academics in Middle Childhood

by Coll, Cynthia Garcia; Marks, Amy Kerivan

• ISBN13: 9780195174595
• ISBN10: 0195174593
• Format: Hardcover
• Copyright: 2009-04-03
• Publisher: Oxford University Press

Summary

Immigrant Stories portrays the contexts and academic trajectories of development of three unique immigrant groups: Cambodian, Dominican and Portuguese. The children of immigrant families - or second generation youth - are the fastest growing population of school children in the US. However, very little is known about these children's academic and psychological development during middle childhood. We examine the previously under-explored intricacies of children's emerging cultural attitudes and identities, academic engagement, and academic achievement. These processes are studied alongside a myriad of factors in the family and school environment that combine to shape children's academic psychological functioning during this important period. Through a three-year longitudinal study, including interviews with teachers, parents and children, this book presents a fascinating look at the community, school, and family contexts of child development among second-generation children. Both pre-immigration and post-immigration characteristics are explored as critical factors for understanding children of immigrants' development. In the current climate of US immigration policy debate, we offer research findings that may inform educators and administrators about the sources of community strengths and challenges facing our newest immigrant generations.

Table of Contents

Immigrant Stories: Ethnicity and Educational Pathways during Middle Childhood	p. 3
Why Study Children of Immigrants?	p. 17
The Developmental Tasks of Middle Childhood	p. 33
The Children of Immigrants: Development in Context (CIDC) Study	p. 53
The Cambodian Community: Small, Isolated, and Resilient	p. 76
The Dominican Community: Recent, Growing, and Vibrant	p. 108
The Portuguese Community: Steady, Long Established, and Partially Integrated	p. 132
Modeling Children of Immigrants' Academic Achievement	p. 153
Final Reflections	p. 172
Tables	p. 191
Appendix A	p. 206
Appendix B	p. 234
Notes	p. 236
References	p. 251
Index	p. 283
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