Immigrant Stories: Ethnicity and Academics in Middle Childhood (Child Development in Cultural Context)

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.

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. MuPDF error: syntax error: invalid key in dict MuPDF error: syntax error: invalid key in dict MuPDF error: syntax error: invalid key in dict MuPDF error: syntax error: invalid key in dict MuPDF error: syntax error: invalid key in dict MuPDF error: syntax error: invalid key in dict MuPDF error: syntax error: invalid key in dict MuPDF error: syntax error: invalid key in dict MuPDF error: syntax error: invalid key in dict Contents 10 1 Immigrant Stories: Ethnicity and Educational Pathways during Middle Childhood 14 2 Why Study Children of Immigrants? 28 3 The Developmental Tasks of Middle Childhood 44 4 The Children of Immigrants: Development in Context (CIDC) Study 64 5 The Cambodian Community: Small, Isolated, and Resilient 87 6 The Dominican Community: Recent, Growing, and Vibrant 119 7 The Portuguese Community: Steady, Long Established, and Partially Integrated 143 8 Modeling Children of Immigrants’ Academic Achievement 164 9 Final Reflections 183 Tables 202 Appendix A 217 Appendix B 245 Notes 247 References 262 Index 294 A 294 B 294 C 295 D 295 E 296 F 296 G 297 H 297 I 297 L 297 M 297 N 297 O 297 P 297 R 298 S 298 T 298 Contents......Page 10 1 Immigrant Stories: Ethnicity and Educational Pathways during Middle Childhood......Page 14 2 Why Study Children of Immigrants?......Page 28 3 The Developmental Tasks of Middle Childhood......Page 44 4 The Children of Immigrants: Development in Context (CIDC) Study......Page 64 5 The Cambodian Community: Small, Isolated, and Resilient......Page 87 6 The Dominican Community: Recent, Growing, and Vibrant......Page 119 7 The Portuguese Community: Steady, Long Established, and Partially Integrated......Page 143 8 Modeling Children of Immigrants’ Academic Achievement......Page 164 9 Final Reflections......Page 183 Tables......Page 202 Appendix A......Page 217 Appendix B......Page 245 Notes......Page 247 References......Page 262 B......Page 294 D......Page 295 F......Page 296 P......Page 297 T......Page 298