This chapter draws on longitudinal data to examine the role of gender in immigrant students' educational adaptation. Analyses show that over time girls receive higher grades and express higher future expectations than do boys. Compared with boys, immigrant girls are more likely to be protected from risk factors, such as harsh school environments, by a supported network of teachers, friends, and parents, and to benefit from the shield of ethnicity more than their male counterparts in their pursuit of education.
The results of this study contribute to the understanding of dimensions of QOL for people with SCI in China. Although several domains of QOL identified in the present study were similar to those found in previous studies conducted elsewhere, several unique components of QOL, such as relationship with extended family and neighbours, government support, peace in the world and the nation, were identified by the participants. These components appeared to be related to the Chinese culture and socioeconomic system. Specific QOL measurements that address these unique components are needed when assessing QOL of this population.
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