Reading and Math Achievement among Low-Income Urban Latino Youth: The Role of Immigration

Abstract

Using data from a household-based, stratified random sample of youth and their caregivers from low-income inner-city neighborhoods, this study examined the variability in the academic achievement of Latino youth. The results indicate a significant advantage in reading achievement for first- and second-generation immigrant youth, as compared to the third generation, which persisted even after controlling for important child, parenting, human capital, neighborhood, and demographic covariates. Follow-up analyses within the subsample of the first- and second-generation youth indicate that more recent arrival to the U.S. predicted higher reading achievement. Yet, there was no evidence of a similar immigrant advantage in math. The implications of these findings, limitations of the present study, and directions for future research are discussed.

Social Capital and Mathematics Achievement of Fourth and Fifth Grade Children in Segregated Primary Schools

“…This would entail an intergenerational study of immigrant pupils that could potentially identify differences in educational outcomes. Past research has shown that this is a promising area that accounted for variability in immigrant pupils' academic achievement in the American context (Guttmannova, 2016). Further studies should analyze whether the positive effect of social capital on mathematics achievement that we identified in this article is present in other cognitive areas, such as language (Larwin, 2010).…”

Investing in Future Generations: Realities and Goals of Latino Immigrant Families

“…As a result, engaging first-generation Latino immigrants in research studies can be difficult due to lack of trust of government, immigration concerns, and lack of English proficiency (Guttmannova, 2016). Studies show that many Latino immigrant families view education as a primary means by which they can reconstruct their lives for a better future (Achinstein, Curry & Ogawa, 2015;Vesely, Goodman, Ewaida, & Kearney, 2015), as education can help to change financial and social constructs that hold them back (Alfaro, & Umaña-Taylor, 2015;Patel et al, 2016).…”