Academic Achievement of Latino Immigrant Adolescents: The Effects of Negative School Social Relationships, School Safety, and Educational Expectation

Dean, Jenny; Kim, Yeonjeong

doi:10.1108/s1479-358x20140000012013

The Power of Resistance

2017

DOI: 10.1108/s1479-358x20140000012013

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Academic Achievement of Latino Immigrant Adolescents: The Effects of Negative School Social Relationships, School Safety, and Educational Expectation

Jenny Dean¹,

Yeonjeong Kim²

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Cited by 3 publications

(1 citation statement)

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“…The GPA of the excluded group was 2.57 while that of the included group was 2.53: t (899.4) = -1.04, p = .297.9 SeeYuan and Bentler (2000) for details about this robust method.10 We note that the measures and the analytical model in the study are the same as the ones in our previous work(Lee, Dean, and Kim, 2017) as both studies utilized the same secondary dataset. Unlike the present study,Lee et al's (2017) research paid special attention to Latino populations.11 While one may raise a concern about whether some of the exogenous variables might fit just as well as indicator variables in the School Safety construct, we wish to note that there are substantial differences in scales between the exogenous variables and the four indicator variables regressed on the School Safety construct.…”

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confidence: 90%

Do relational and structural characteristics of negative school environments independently predict immigrant adolescents’ academic achievement?

Kim

Madyun

2018

Soc Psychol Educ

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A critical issue facing the majority of immigrant adolescents in U.S. public schools is persistent academic underperformance. Using data from the Children of Immigrants Longitudinal Study, this study investigates the extent to which negative social environments in U.S. public schools predict the academic achievement of immigrant adolescents. Importantly, we simultaneously examine the roles of both the relational (individual-level) and structural (school-level) characteristics of these negative social environments. Multilevel structural equation modeling revealed that immigrant students who are embedded in more negative relationships (e.g., having peers who discriminate against them) have lower levels of academic achievement. These predictive effects of individual-level negative social environments on academic achievement are mediated by both perceived school safety and educational expectations. Furthermore, we find double mediation effects (i.e., three-pathway mediations) via perceptions of school safety and educational expectations. The existence of these double mediation effects implies that relational characteristics strongly predict immigrant adolescents' perceptions, attitudes, and school outcomes. Finally, we find that structural characteristics of negative social environments in U.S. public schools (i.e., total student enrollment and school-level dropout rate) also negatively predict immigrant adolescent achievement. We discuss the implications of these findings for improving immigrant adolescents' achievements in U.S. public schools.

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Do relational and structural characteristics of negative school environments independently predict immigrant adolescents’ academic achievement?

Kim

Madyun

2018

Soc Psychol Educ

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Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data

Courtney

Aydın

2022

Educ Asse Eval Acc

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The present study explores the antecedents of first- and second-generation (1G and 2G) immigrant students’ academic performance using PISA 2018 data. The study draws on an international sample of 11,582 students from 534 schools in 20 countries and focuses on PISA schools that catered to a mix of 1G and 2G students. The study explores the role that student attributes, student-perceived peer and parental support, school provisions, and school equity-oriented policies have on immigrant student academic achievement. The analysis involved specifying three separate stepwise multi-level regression models for mathematics, science, and reading achievement. Findings suggested that, at the within-school level, perceived parental support and teacher enthusiasm and the adaption of instruction were associated with improved academic performance, while student experience of bullying was associated with more substantive negative academic outcomes. At the between-school level, the opportunity to participate in creative extracurricular activities was associated with improved academic performance. In contrast, a higher proportion of 1G students and the overall perceived level of bullying of immigrant students were associated with substantively negative academic outcomes between schools. Tests of moderation effects suggested that parental emotional support appeared to be of particular relevance to 1G students’ math and reading outcomes, while enhanced SES status appeared to be specifically relevant to improved science and reading outcomes for 1G students. Implications for policy and practice are discussed.

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Raising the achievement of immigrant students: Towards a multi-layered framework for enhanced student outcomes

Volante

Klinger

Siegel

et al. 2019

Policy Futures in Education

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Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students’ achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale data sets and the implications for research and policy analysis.

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Academic Achievement of Latino Immigrant Adolescents: The Effects of Negative School Social Relationships, School Safety, and Educational Expectation

Cited by 3 publications

References 71 publications

Do relational and structural characteristics of negative school environments independently predict immigrant adolescents’ academic achievement?

Do relational and structural characteristics of negative school environments independently predict immigrant adolescents’ academic achievement?

Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data

Raising the achievement of immigrant students: Towards a multi-layered framework for enhanced student outcomes

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