Educational progress of children of immigrants: The roles of class, ethnicity, and school context
Educational progress of children of immigrants: The roles of class, ethnicity, and school context
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DOI：
10.2307/2112714
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发表时间：
1996-10-01
影响因子：
3.9
通讯作者：
MacLeod, D
中科院分区：
文献类型：
--
作者：
Portes, A;MacLeod, D
最近移民到美国的第二代人口迅速增长，其中大多数是学龄儿童。本文报告了一项对佛罗里达和加州的5,266名第二代高中生的研究结果，他们是古巴和越南移民（相对弱势群体的代表）以及海地和墨西哥移民（相对弱势群体的代表）的子女。研究发现，父母的社会经济地位、在美国居住的时间长短以及花在家庭作业上的时间对学生的学习成绩有很大影响，但并没有消除种族社区的影响。就读于社会经济地位较高的学校增加了平均学业成绩和父母的社会经济地位的积极影响，而就读于市中心学校则消除了种族劣势的负面影响。然而，学校环境对来自不同种族背景的儿童没有明显的影响。
Recent immigration to the United States has spawned a rapidly growing second generation, most of whom are of school age. This article reports the findings of a study of 5,266 second-generation high school students in Florida and California, who were children of Cuban and Vietnamese immigrants (representative of relatively advantaged groups) and of Haitian and Mexican immigrants (representative of relatively disadvantaged groups). The study found that parents' socioeconomic status ISES), length of U.S. residence, and hours spent on homework significantly affected the students' academic performance, but did not eliminate the effects of ethnic community. Attendance at higher-SES schools increased the average academic performance and the positive effect of parents' SES, whereas attendance at inner-city schools flattened the negative effect of ethnic disadvantage. However, school context had no appreciable effect on children from advantaged ethnic backgrounds.