Immigrant Paradox in Children and Adolescents

Is Becoming American a Developmental Risk?

Inbunden, Engelska, 2011

Av Cynthia García Coll, Amy Marks, Cynthia Garcia Coll

879 kr

Tillfälligt slut

Many academic and public policies promote the rapid assimilation of immigrants. Yet, researchers have recently identified an emerging pattern, known as the immigrant paradox, in which assimilated children of immigrants experience poorer developmental outcomes and lower educational achievements. This volume examines these controversial findings by asking how and why highly acculturated youth may fare worse academically and developmentally than their less assimilated peers, and under what circumstances this pattern is disrupted. Chapters explore the question "Is becoming American a developmental risk?" through a variety of lenses—psychological, sociological, educational, and economic. Contributors compare differential health, behavioral, and educational outcomes for foreign- and native-born children of immigrants across generations. Findings provide counterevidence to the popular notion that immigrant children and families are prone to weaken and drain our social systems of resources.

Produktinformation

Utgivningsdatum2011-10-15
Mått178 x 254 x 23 mm
Vikt776 g
FormatInbunden
SpråkEngelska
Antal sidor328
FörlagAmerican Psychological Association
ISBN9781433810534

Tillhör följande kategorier

Socialpsykologi och gruppsykologi inom Psykologi och pedagogik

Cynthia Garc amp iacute a Coll, PhD, is the Charles Pitts Robinson and John Palmer Barstow Professor of Education, Psychology and Pediatrics at Brown University in Providence, Rhode Island. She has published on the sociocultural and biological influences on child development with particular emphasis on at-risk and minority populations. She has been on the editorial boards of many academic journals, including Child Development, Development and Psychopathology, Infant Behavior and Development, and Infancy and Human Development and is the current editor of Developmental Psychology. She was a member of the MacArthur Foundation Network's amp quot Successful Pathways Through Middle Childhood amp quot from 994 to 2 2. Dr. Garc amp iacute a Coll has coedited several books: The Psychosocial Development of Puerto Rican Women Puerto Rican Women and Children: Issues in Health, Growth and Development Mothering Against the Odds: Diverse Voices of Contemporary Mothers and Nature and Nurture: The Complex Interplay of Genetic and Environmental Influences on Human Behavior and Development. She is a fellow of APA. Presently, her scholarship is largely focused on the role of race and ethnicity in children's development, specifically, the role of culture, acculturation, and different sources of oppression (i.e., poverty, racism, and discrimination) in shaping human development. Amy Kerivan Marks, PhD, is an assistant professor and the director of graduate and undergraduate studies in psychology at Suffolk University in Boston, Massachusetts. She is coauthor with Cynthia Garc amp iacute a Coll of the book Immigrant Stories: Ethnicity and Academics in Middle Childhood, and has published numerous other edited and peer-reviewed works on the acculturation, ethnic identities, and development of immigrant youth. Her doctoral work on the measurement of ethnic identities was supported by a graduate fellowship from the National Science Foundation, and her current work is supported by the W. T. Grant and Jacobs Foundations. Dr. Marks was recently awarded a Jacobs Foundation Young Scholar Award for her research with immigrant youth. Her present research is focused on understanding person amp ndash context interactions in the development of ethnically and racially diverse children and adolescents.

ContributorsPrefaceIntroduction Cynthia Garc amp iacute a Coll and Amy Kerivan MarksI. Is There an amp quot Immigrant Paradox amp quot ?Children in Immigrant Families: Demography, Policy, and Evidence for the Immigrant Paradox Donald J. Hernandez, Nancy A. Denton, Suzanne Macartney, and Victoria L. BlanchardHistorical Origins of the Immigrant Paradox for Mexican American Students: The Cultural Integration Hypothesis Raymond BurielStudying the Immigrant Paradox in the Mexican-Origin Population Robert CrosnoeII. Behavior and Health Outcomes Across GenerationsBehavioral Outcomes in Early Childhood: Immigrant Paradox or Disadvantage? Kristen Turney and Grace KaoExploring the Immigrant Paradox in Adolescent Sexuality: An Ecological Perspective Marcela Raffaelli, Hyeyoung Kang, and Tristan GuariniImmigrant Generational Status and Delinquency in Adolescence: Segmented Assimilation and Racial amp ndash Ethnic Differences Hoan N. BuiIII. Family and Community Factors Affecting Academic OutcomesBilingualism and Academic Achievement: Does Generation Status Make a Difference? Wen-Jui HanAn Immigrant Advantage in the Early School Trajectories of Latino Preschoolers From Low-Income Immigrant Families Natalia PalaciosStudent Engagement, School Climate, and Academic Achievement of Immigrants' Children Suet-ling Pong and Kristina L. ZeiserImmigrant Gateway Communities: Does Immigrant Student Achievement Vary by Location? Dylan Conger and Meghan Salas AtwellIn Spite of the Odds: Undocumented Immigrant Youth, School Networks, and College Success Roberto G. GonzalesImmigrant Youth in Postsecondary Education Lingxin Hao and Yingyi MaIV. Concluding RemarksThe Intersection of Aspirations and Resources in the Development of Children From Immigrant Families Andrew J. FuligniIndexAbout the Editors