The academic trajectories of children of immigrants and their school environments.

Han, Weiyu

doi:10.1037/a0013886

Cited by 108 publications

(127 citation statements)

References 70 publications

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“…This result is somewhat consistent with Han's (2008) findings using data from the Early Childhood Longitudinal Study, Kindergarten Class (ECLS-K): although children of East Asian origin had higher reading and math scores compared to non-Hispanic White children from kindergarten to 3rd grade, they showed decreasing scores over time, thus narrowing their initial score advantage in achievement over non-Hispanic White children.…”

Section: Links Of Effortful Control To Academic Achievementsupporting

confidence: 80%

“…Previous research has shown that several family factors are associated with early achievement of children in immigrant families: (a) socioeconomic status (SES) (Han, 2008;Han et al, 2012), (b) parent acculturation, especially in the domain of English proficiency (Han et al, 2012), and (c) parenting practices (Koury & Votruba-Drzal, 2014). Applied to the bioecological framework, these family factors reflect both proximal processes (e.g., parent-child relationship and parenting) and aspects of the exosystems (e.g., SES, family's ethnic and cultural backgrounds) that can shape children's academic development.…”

Section: The Role Of Effortful Control In the Links Between Family Famentioning

confidence: 99%

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Effortful control and early academic achievement of Chinese American children in immigrant families

Chen

Main

Zhou

et al. 2015

Early Childhood Research Quarterly

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a b s t r a c tThe present study examined the direct and indirect relations of family contextual factors, effortful control (EC), and the early math and English literacy skills of first and second-generation Chinese American immigrant children in early elementary school. Using a socioeconomically diverse sample of 258 Chinese American children (53% receiving free-or reduced-price school lunch), we assessed EC with a combination of parent and teacher reports, computerized neuropsychological tests, and a behavioral frustration task. Children's math calculation and English literacy skills were assessed with standardized achievement tests. Results of structural equation modeling suggested that: (a) EC was positively associated with both math and English literacy skills; (b) parents' enculturation was marginally and positively associated with children's EC, and EC mediated the link between parent's enculturation and children's achievement, (c) authoritarian parenting was marginally and negatively associated with children's EC, and EC mediated the link between authoritarian parenting and children's achievement; (d) parents' enculturation had a direct and negative link to children's English literacy skills; and (e) no evidence of an EC × SES interaction was found. The findings highlight the need to consider joint influences of socioeconomic, interpersonal, and cultural factors on children's academic development in immigrant families; and provide support for promoting children's effortful control as an intermediate target of intervention.

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Section: Links Of Effortful Control To Academic Achievementsupporting

confidence: 80%

Section: The Role Of Effortful Control In the Links Between Family Famentioning

confidence: 99%

Effortful control and early academic achievement of Chinese American children in immigrant families

Chen

Main

Zhou

et al. 2015

Early Childhood Research Quarterly

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“…An Asian-American advantage in tested cognitive ability over whites has been noted for children as early as age 2 (8), although these initial cognitive advantages may gradually erode over time once children enter school (9,10). Popular attention has been paid to the large Asian-American advantage in high-stakes college entrance examinations such as the Scholastic Assessment Test (SAT) (1).…”

Section: Explaining the Asian-american Advantage In Educationmentioning

confidence: 99%

Explaining Asian Americans’ academic advantage over whites

Hsin

Xie

2014

Proc. Natl. Acad. Sci. U.S.A.

272

197

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Significance We find that the Asian-American educational advantage over whites is attributable mainly to Asian students exerting greater academic effort and not to advantages in tested cognitive abilities or socio-demographics. We test explanations for the Asian–white gap in academic effort and find that the gap can be further attributed to ( i ) cultural differences in beliefs regarding the connection between effort and achievement and ( ii ) immigration status. Finally, we highlight the potential psychological and social costs associated with Asian-American achievement success.

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“…School is central to immigrant children's daily life and represents the most important chance for their integration in the host society (Steinbach, 2010). In most of the Western Societies, administrators and teachers continue to struggle to have the resources and preparation necessary to work with the ethnic and linguistic diversity in schools (VatzLaaroussi & Steinbach, 2010), to foster the success of students of immigrant origins (Vatz-Laaroussi, 2011), their integration in school, and to combat discrimination in schools and society (Legault & Fronteau, 2008;Han, 2008;Council of Europe, 2008;Glick, 2007). "The issue of adequately and justly schooling pupils and students and of integrating those who have migrant origins and/or belong to an ethnic minority, whether they be citizens of the origin country or of the receiving country or both, is an important part of this scenario of social transformations and of this theoretical framework that defines the aims of education" (Alleman-Ghionda, 2008, p. 2).…”

Section: Problem Statementmentioning

confidence: 99%

Integration In Italian Primary Schools: Immigrant Children’s Voices

Dusi¹,

Steinbach²,

Falcón³

2014

EJSBS

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In Italy, the presence of immigrant children is constantly increasing. During their school attendance they met significant academic and educational difficulties. This study tried to find some answers in order to support their integration. To consider their points of view could be helpful in order to develop some useful reflections on their experiences and needs, and to design educational interventions to support their integration, based on their point of view as "sophisticated thinkers and communicators". We conducted a qualitative research. The main questions were: "How was your experience in Italian schools? What difficulties did you encounter? Who helped you? What would you suggest to help the integration of a new immigrant child in class?". Research participants were 15 children, aged 10 to 11. These children were born outside of Italy and primary school was their first encounter with the Italian educational system. We used: a. focus group in order to identify the most important areas of investigation (Morgan et al., 2002); b. conversational interview (Dockett & Perry, 2005). All interviews were recorded and transcribed. During the focus group and interviews, the children's teacher helped to create a reassuring atmosphere for the children (Lahman, 2008).In the process of their socio-academic integration, the children we interviewed emphasized: the role of personal relationships with classmates and teachers in order to promote a sense of belonging in class, in school and in the host society; the importance of mastering the second language to be able to enter into the new world. Because of the limited size of our sample, these findings shouldn't be viewed as representative, yet they seem to confirm the results of previous research (Moro, 2010). There are still unanswered questions and a need for further research in the study of the successful long-term integration process of migrant children.

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The academic trajectories of children of immigrants and their school environments.

Cited by 108 publications

References 70 publications

Effortful control and early academic achievement of Chinese American children in immigrant families

Effortful control and early academic achievement of Chinese American children in immigrant families

Explaining Asian Americans’ academic advantage over whites

Integration In Italian Primary Schools: Immigrant Children’s Voices

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