Ethnic convergence or perseverance? The early school performance of children in immigrant families in the United States
Jennifer E. Glick, Arizona State University
This paper addresses the divergent educational trajectories of children in immigrant families in the United States. Specifically, the research examines the effects of familial and school contexts on academic performance and asks whether the differences across the country-of-origin backgrounds of children in immigrant families, evident in first grade, persist by third grade. Using nationally representative longitudinal data from the Early Childhood Longitudinal Study (ECLS-K) in the United States, analyses focus on the divergent academic trajectories of children from various country-of-origin groups when compared to their third and higher generation counterparts from the same “panethnic” group. Results suggest some convergence among “Hispanic” immigrant groups with more persistent variation in academic performance for “Asian” children of immigrants.
Presented in Poster Session 2