Social and Psychological Factors in the Academic Achievement of Children of Immigrants: A Cultural History Puzzle

Portes, Pedro R.

doi:10.2307/1163548

Cited by 25 publications

(42 citation statements)

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“…Academic motivation has long been considered a key component and precursor for academic success (Bandura, 1977; Chen & Stevenson, 1995; Harter, 1981; Meece, Wigfield, & Eccles, 1990; Pajares & Graham, 1999; Portes, 1999; Suarez-Orozco, Pimentel, & Martin, 2009). Our definition of academic motivation is based upon the expectancy-value model of motivation (Eccles, 1983; Wigfield & Eccles, 2000).…”

Section: Academic Motivation As a Key Achievement Predictormentioning

confidence: 99%

“…The educational and psychological literature has strongly supported student academic motivation as an instrumental driver of academic achievement, including math achievement, across various ethnic groups (Bandura, 1977; Chen & Stevenson, 1995; Harter, 1981; Meece et al, 1990; Pajares & Graham, 1999; Portes, 1999; Suarez-Orozco, Pimentel, & Martin, 2009). Academic motivation has also been identified as one of the key psychosocial determinants of grade-point average, a strong predictor of math scores across subsequent school years, and an indicator of students’ intentions to enroll in further mathematics courses (Portes 1999; Meece et al, 1990).…”

Section: Academic Motivation As a Key Achievement Predictormentioning

confidence: 99%

“…Academic motivation has also been identified as one of the key psychosocial determinants of grade-point average, a strong predictor of math scores across subsequent school years, and an indicator of students’ intentions to enroll in further mathematics courses (Portes 1999; Meece et al, 1990). When examining the academic motivation of immigrant youth, two key factors might be taken into account, namely English proficiency and peer interethnic relations.…”

Section: Academic Motivation As a Key Achievement Predictormentioning

confidence: 99%

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English proficiency and peer interethnic relations as predictors of math achievement among Latino and Asian immigrant students

Barrett

Barile

Malm

et al. 2012

Journal of Adolescence

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Studies show math achievement to be the best predictor of entering post-secondary education. However, less is known about the predictors of math achievement, particularly among immigrant youth. This study examined English proficiency and peer interethnic relations as predictors of mathematics achievement among Latino and Asian high school students, postulating an interaction between the predictors and mediation by academic motivation. A multilevel moderated-mediation model was used to analyze data from a national sample of 2,113 non-native English speaking Latino and Asian students attending high school in the U.S. We found that higher academic motivation mediated the relationship between English proficiency during their sophomore year and gains in senior math achievement scores for both Asian and Latino students. For Latino students however, this indirect path was only significant for students whose perceptions of positive peer interethnic relations at school were average or above average.

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Section: Academic Motivation As a Key Achievement Predictormentioning

confidence: 99%

Section: Academic Motivation As a Key Achievement Predictormentioning

confidence: 99%

Section: Academic Motivation As a Key Achievement Predictormentioning

confidence: 99%

See 1 more Smart Citation

English proficiency and peer interethnic relations as predictors of math achievement among Latino and Asian immigrant students

Barrett

Barile

Malm

et al. 2012

Journal of Adolescence

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“…W. Garrett, 1995;Hale, 2001;Gordon & Yowell, 1992;Hollins & Spencer, 1990;Ladson-Billings, 1995b;Portes, 2001;Tharp, 1989;Tillman, 2002;cultural misalignment, Tyler, Boykin, & Walton, 2006). Cultural discontinuity is conceptually defined here as a school-based behavioral process where the cultural value-based learning preferences and practices of many ethnic minority students-those typically originating from home or parental socialization activities-are discontinued at school.…”

Section: Defining Cultural Discontinuitymentioning

confidence: 99%

Cultural Discontinuity: Toward a Quantitative Investigation of a Major Hypothesis in Education

Tyler

Uqdah

Dillihunt

et al. 2008

Educational Researcher

109

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Education researchers have suggested that the academic challenges faced by many ethnic minority students are linked to perceived cultural discontinuity between students' home-and school-based experiences.However, there has been very little empirical inquiry into the existence and effects of cultural discontinuity for these students. The purpose of this article is to offer a definition and methodology to be used in the quantitative investigation of cultural discontinuity. A description of the cultural values and corresponding behaviors of African American, Asian American, Latino, and Native American students, along with those values and behaviors salient in most public schools, is offered. Next, a method for investigating cultural discontinuity is proposed. Finally, future research directions to further examine cultural discontinuity are offered.

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“…At the same time, however, family obligations may interfere with academic success as they put a toll on children's time and energy that can lead to school absences, school dropout and lower rates of college enrollment (Desmond & Lopez-Turley, 2009; LaRoche & Shriberg, 2004; Suarez-Orozoco & Suarez-Orozoco, 2001; Velez, 1989). Based on a study with a national sample of immigrant high school students, Portes (1999) concluded that it is “ moderate attachment to one's family” (p. 502, emphasis added) that promotes academic achievement.…”

Section: Familismo and Child Developmental Competenciesmentioning

confidence: 99%

Maternal familismo and early childhood functioning in Mexican and Dominican immigrant families.

Calzada

Huang

Linares-Torres

et al. 2014

Journal of Latina/o Psychology

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A large theoretical and empirical literature documents the central role of familismo (i.e., a strong emphasis on family) in the functioning of Latino youth. Few studies, however, have examined its association with early childhood functioning. The present study explored the potential risk and protective effects of maternal familismo on the adaptive and mental health functioning of 4 - 5 year old Latino children. A sample of 205 Mexican and 147 Dominican immigrant families was recruited from New York City. Mothers reported on their level of familismo, and acculturative status. Mothers and teachers rated child adaptive behavior and internalizing and externalizing problems. Findings suggest that maternal familismo is not uniformly associated with positive or negative early developmental outcomes but that its effects are moderated by child gender, family poverty and cultural (e.g., maternal ethnic and US American identity) characteristics. In addition, different mechanisms were identified for each ethnic group. Familismo was associated both positively (for boys) and negatively (for poor children) with adaptive behavior in the Mexican American sample. In the Dominican American sample, familismo showed a wide range of positive, albeit moderated, effects. Prevention efforts that help parents critically evaluate the impact of familismo on family processes, and preserve those manifestations of familismo that are protective, may best promote Latino child well-being.

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Social and Psychological Factors in the Academic Achievement of Children of Immigrants: A Cultural History Puzzle

Cited by 25 publications

References 0 publications

English proficiency and peer interethnic relations as predictors of math achievement among Latino and Asian immigrant students

English proficiency and peer interethnic relations as predictors of math achievement among Latino and Asian immigrant students

Cultural Discontinuity: Toward a Quantitative Investigation of a Major Hypothesis in Education

Maternal familismo and early childhood functioning in Mexican and Dominican immigrant families.

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