An immigrant advantage in the early school trajectories of Latino preschoolers from low-income immigrant families.

Abstract

The significant rise in immigration that took place at the end of the 20th century and continues into the 21st has resulted in demographic shifts in the composition of the United States and of elementary schools in particular (see Chapter 1, this volume). These changes call attention to the academic achievement and potential of Latino immigrant children, particularly because these children are often categorized as being at risk because of their high likelihood of living in poverty with parents who have lower levels of educational attainment and English language proficiency. First-generation children who identify as Latino are the most likely to live in poverty (National Center for Children in Poverty, 2002). Children living in poverty face challenges often associated with academic difficulties, including increased family stress and lower levels of cognitive stimulation in the home. Children of immigrants may additionally be forced to confront language barriers in the home and in school that limit their ability to thrive in academic environments.This chapter explores whether an immigrant advantage is found among the youngest cohort of children in very low-income Latino families. Specifically, I describe the results of a study I conducted that focused on the reading and math achievement of young immigrant and nonimmigrant children

Ecocultural patterns of family engagement among low-income Latino families of preschool children.

“…In sum, higher family engagement was related to higher language scores, regardless of primary home language, but this distinction was most pronounced among the English subsample. The lack of stark differences among the Spanish-speaking children is reminiscent of the immigrant paradox, or immigrant advantage, evidenced across academic and health outcomes among older Latino students (Suárez-Orozco, Rhodes, & Milburn, 2009), as well as among preschool-aged children (for a review see Palacios, 2012). Our data suggest that higher levels of family engagement in young children’s learning might play a protective role across the board, but especially among English-speaking, low-income Latino families, at least for children who are attending preschool.…”

“…For example, whereas 26% of White and Asian American 4th graders read below basic levels, nearly 50% of Black, Latino, and American Indian students do so. These early academic gaps are further exacerbated for children of immigrants living in poverty (Palacios, 2012). In 2006, 28% of Latino children in the United States lived in low-income families, as did 33% of immigrant children relative to 17% from nonimmigrant families (see Kids Count Data Center: http://datacenter.kidscount.org).…”

Generational patterns in Mexican Americans' academic performance in an unwelcoming political context

“…The relatively weak relationships between academic performance from fifth to seventh grade and from seventh to 10th grade suggested that early influences from these mediators almost disappeared between seventh and 10th grade; immigrant students caught up with their peers by seventh grade despite early challenges to their academic success (cf. Crosnoe, 2006, 2012; Han, 2012; Palacios, 2012; C. Suárez-Orozco et al, 2008).…”

“…Suárez-Orozco, M. Suárez-Orozco, & Todorova, 2008). Researchers also have reported that, although first generation children may lag behind in early academic performance (perhaps because of language), they may catch up quickly to the academic performance of later generation children because of their motivation to succeed (e.g., Crosnoe, 2006, 2012; Han, 2012; Palacios, 2012; C. Suárez-Orozco et al, 2008).…”

“…Evidence of an immigrant academic paradox has been more likely when studying adolescents rather than younger children (Crosnoe, 2012; Palacios, 2012; C. Suárez-Orozco et al, 2008), whereas evidence of the rapid “catching up” pattern among immigrants has been more likely when studying younger children rather than adolescents (Palacios, 2012; C. Suárez-Orozco et al, 2008).…”