Why do bilingual boys get better grades in English-only America? The impacts of gender, language and family interaction on academic achievement of Latino/a children of immigrants
Why do bilingual boys get better grades in English-only America? The impacts of gender, language and family interaction on academic achievement of Latino/a children of immigrants
复制标题
DOI：
10.1080/01419870801943647
复制
发表时间：
2009-01-01
影响因子：
2.5
通讯作者：
Crist, Stephanie
中科院分区：
文献类型：
--
作者：
Lutz, Amy;Crist, Stephanie
在美国，移民的孩子面临着转向英语的强大压力。我们研究西班牙语技能的保留如何影响英语熟练的拉丁裔/移民的孩子的学业成绩，以及这是如何因性别而异。此外，我们还研究了家庭互动在调解性别和语言对成就的影响方面可能发挥的作用。我们发现，biliterate男孩显着优于男孩谁有一点西班牙语水平。然而，就GPA（平均成绩点）而言，对女孩来说，两文并没有明显的优势或劣势。我们的研究结果表明，拉丁裔男孩，学术优势的biliteracy是由强大的家庭社会凝聚力。我们的研究结果还表明，虽然家庭内的社会资本提供了一个从家庭社会凝聚力的情况下，biliterate男孩的学业利益，强大的家庭关系也可以有学术劣势。
In the United States, children of immigrants face strong pressures to shift to English. We examine how the retention of Spanish-language skills affects the academic achievement of English-proficient Latino/a children of immigrants and how this varies by gender. Further, we examine the role that family interaction may play in mediating the impact of gender and language on achievement. We find that biliterate boys significantly outperform boys who have little Spanish proficiency. However, for girls there is no significant advantage or disadvantage to biliteracy in terms of GPA (grade point average). Our results suggest that, for Latino boys, the academic advantage of biliteracy is explained by strong family social cohesion. Our results also suggest that, while within-family social capital provides a scholastic benefit from family social cohesion in the case of biliterate boys, strong family ties can also have academic disadvantages.