Early School Transitions of Immigrants' Children

移民子女的早期学校过渡

• 批准号: 6765898
• 负责人: JENNIFER E. GLICK
• 金额: $ 7.38万
• 依托单位: ARIZONA STATE UNIVERSITY-TEMPE CAMPUS
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-08-01 至 2007-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6765898
• 关键词: academic achievement; behavioral /social science research tag; clinical research; elementary school; ethnic group; family structure /dynamics; human data; immigrant; language; longitudinal human study; middle childhood (6-11); public assistance; social adjustment; socioeconomics; socioenvironment

DESCRIPTION (provided by applicant): The recent growth of immigration in the United States represents the second largest flow of international migrants following the massive European migration of the early 20th Century. With an increasing proportion of children in the United States living in immigrant families, it is clear that we need to expand our understanding of how immigrant families relate to the key social institutions to which their children are exposed. The school is the first major formal organization the child encounters on his or her own and is a major conduit in the US stratification system. Thus, schools become an excellent venue to observe immigrant families make their way through the social institutions of their new home. What happens to the children in immigrant families? Some have suggested that these children may find themselves inserted into a disadvantaged position of the American racial/ethnic hierarchy and become discouraged at attempting to achieve through institutionally prescribed channels. Children of new immigrants from historically disadvantaged groups facing many possible pathways of adaptation in the United States may find some paths may blocked. These children will have to overcome structural obstacles in order to have the same academic success as their US born peers. They may even fall further behind. Others offer a more optimistic view suggesting immigrant parents seek to promote their children's social mobility through formal schooling in the United States. The challenge for researchers then becomes discovering just which groups and which characteristics of the family and the educational institutions are the most encouraging or discouraging to children from diverse backgrounds. The research proposed here focuses on the institutional and familial factors that enable some children of immigrants to more successfully navigate the most important social institution they will encounter in their childhoods. The study uses a nationally representative longitudinal survey to assess the skill acquisition and adaptation of young children from immigrant families (i.e. children who are either born outside of the United States or who were born in the United States to at least one foreign born parent) from their entrance into kindergarten through the end of first grade. The research investigates two broad sets of factors: familial and extra-familial resources and school contextual characteristics. The proposed research is unique because 'it will not only be able to provide information on the interaction of family background and school characteristics on a young, nationally representative sample but the data are also longitudinal allowing for a comparison of the academic trajectories of children from immigrant families across diverse country-of-origin groups.

描述（由申请人提供）：美国最近的移民增长代表了继世纪初大规模欧洲移民之后的第二大国际移民流动。随着越来越多的美国儿童生活在移民家庭中，很明显，我们需要扩大我们的移民家庭如何与他们的孩子接触的关键社会机构的理解。学校是孩子自己遇到的第一个主要的正式组织，也是美国分层体系的主要渠道。因此，学校成为观察移民家庭如何通过新家的社会机构的绝佳场所。移民家庭的孩子会怎么样？有些人认为，这些儿童可能会发现自己被插入到美国种族/民族等级制度的不利地位，并成为试图通过制度规定的渠道实现气馁。来自历史上弱势群体的新移民的子女在美国面临着许多可能的适应途径，他们可能会发现一些途径可能会受阻。这些孩子必须克服结构性障碍，才能像美国出生的同龄人一样取得学业成功。他们甚至可能落后得更远。另一些人则持更为乐观的观点，认为移民父母希望通过在美国接受正规教育来促进子女的社会流动性。研究人员面临的挑战是发现哪些群体以及家庭和教育机构的哪些特征对来自不同背景的儿童最具鼓励性或抑制性。这里提出的研究重点是制度和家庭因素，使一些移民的子女更成功地浏览他们将在童年遇到的最重要的社会机构。这项研究使用了一项具有全国代表性的纵向调查，以评估来自移民家庭的幼儿（即在美国境外出生或在美国出生的儿童）从进入幼儿园到一年级结束的技能获得和适应。本研究调查了两大类因素：家庭和家庭外资源和学校背景特征。拟议的研究是独一无二的，因为它不仅能够提供关于家庭背景和学校特征在年轻的全国代表性样本上的相互作用的信息，而且数据也是纵向的，可以比较来自不同国家的移民家庭的儿童的学业轨迹。