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Immigrant Youth (immigrant + youth)
Selected AbstractsParental Influences on the Educational Outcomes of Immigrant Youth,INTERNATIONAL MIGRATION REVIEW, Issue 2 2004Grace Kao Recent research suggests that children with immigrant parents tend to outperform their counterparts with native-born parents. This article examines whether the relative advantage of children of immigrants can be traced to differences in the character of parent-child relationships. Using the National Education Longitudinal Study of 1988 (NELS), I examine whether parent-child interaction varies among racial and generational groups. Descriptive tabulations suggest that immigrant parents are less likely to share decisionmaking power and to talk about school in general than are native-born parents. However, immigrant parents are more likely to talk about college, and their children report that they are closer to their parents than youth of native-born parents. While differences in parent-child interaction account for some of the differences in educational achievement between racial and generational groups, significant variation by race and generational status remains. Finally, I found significant variation between parenting behavior and its impact on GPA by race and ethnicity. [source] Are Immigrant Youth Faring Better in U.S. Schools?1INTERNATIONAL MIGRATION REVIEW, Issue 3 2007Richard Fry In spite of the growing numbers and geographic dispersion of foreign-born children, the school outcomes of foreign-born teens improved during the 1990s. Analysis of Decennial Census data reveals that fewer immigrant youth dropped out of school and their English language proficiency improved. Some of the improvement is due to compositional change in the foreign-born teen population. Levels of parental education increased over the decade. Poverty among foreign-born adolescents declined. Other youth background characteristics did not change in a favorable direction. Multivariate analysis reveals that there was a large decline in the likelihood of immigrant teens dropping out of school above and beyond the demographic changes over the decade. For example, the likelihood that a Mexican-born teen educated in U.S. schools drops out of school declined by an estimated 43 percent over the 1990s. There is little evidence, however, that U.S. schools have improved in their English language instruction over the decade. [source] Romantic Relationships among Immigrant Adolescents1INTERNATIONAL MIGRATION REVIEW, Issue 2 2007Rosalind Berkowitz King We examine the importance of the family and friendship group as two crucial developmental contexts for adolescent relationship experiences. We focus particularly on immigrant adolescents who make up an increasing proportion of the youth population and who come from cultural contexts with stronger family traditions than native-born adolescents. Using data from the National Longitudinal Study of Adolescent Health, we model the characteristics associated with having romantic relationships and participating in sex-related activities within relationships for immigrant adolescents, children of immigrants and adolescents in native-born families. First generation adolescents are less likely to enter romantic relationships than adolescents in native-born families, but those who do participate engage in similar sex-related activities as native-born youth. This evidence suggests that immigrant youth who enter romantic relationships are selective of the more assimilated to native adolescent norms of heterosexual behavior. The peer group is especially important for immigrant adolescents because it provides opportunities for romantic relationship involvement. [source] Latino(a) students and Caucasian mentors in a rural after-school program: Towards empowering adult,youth relationshipsJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 1 2005Marcelo Diversi High rates of immigration, especially from Latin America, have created a large population of immigrant youth, many of whom are having difficulty in American schools. The central goals of our project were to assist in empowering students to find academic success and to foster a more bicultural identity. According to three perspectives (youth, mentor, and coordinator), the adult,youth relationship central to our project has been successful in fostering academic engagement and cross-cultural relations. Youth improved their grades and reported being more connected to school. Mentors and youth reported trust in their relationship and satisfaction in learning about each other's culture. We also discuss shortcomings in our program and offer suggestions for positive adult,youth practices. © 2005 Wiley Periodicals, Inc. J Comm Psychol 33: 31,40, 2005. [source] The "model minority" and their discontent: Examining peer discrimination and harassment of Chinese American immigrant youthNEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 121 2008Desiree Baolian Qin Using an ecological framework, the authors explore the reasons for peer discrimination and harassment reported by many Chinese American youth. They draw on longitudinal data collected on 120 first- and second-generation Chinese American students from two studies conducted in Boston and New York. Our analyses suggested that reasons for these experiences of harassment lay with the beliefs about academic ability, the students' immigrant status and language barriers, within-group conflicts, and their physical appearance that made them different from other ethnic minority or majority students. Implications and future research are also discussed. © 2008 Wiley Periodicals, Inc. [source] The social worlds of immigrant youthNEW DIRECTIONS FOR YOUTH DEVELOPMENT, Issue 100 2003Carola Suárez-Orozco This introductory chapter uses a detailed case study to illustrate the interconnection of multiple social influences on one particular youth's path of migration. It further identifies some of the major influences on immigrant youth development, including the stresses of migration, separations and reunifications, changing networks of relations, poverty and segregation, and identity formation. [source] | |||||||||||||