Family Migration Context, Development and Early School Outcomes

描述（由申请人提供）：本项目是一项探索性的努力，将同化框架用于评估青少年和成人在社会和经济福祉方面的代际差异，并将生态发展框架用于理解多种环境对儿童发展和学习成绩的影响。关于移民儿童面临的不同家庭或社区环境的程度的研究很少，这些环境可以预测他们的社会情感发展以及这种发展与他们随后的学业成功之间的联系。为了填补这一空白，研究需要超越简单地在儿童发展研究中附加一代地位的衡量标准，或者在移民儿童的研究中附加儿童福祉的衡量标准。本研究采用一种综合的方法，将儿童发展理论与移民适应理论联系起来。新移民的孩子在美国面临着许多可能的适应途径，这取决于家庭的经济和非经济资源以及与接收社区的互动。如果社会不支持移民适应，特别是来自历史上处于不利地位的亚群体的移民，我们可能会认为，移民父母的年幼子女的进步不如他们的本土同龄人，随着时间的推移，他们会进一步落后。如果他们在美国遇到不太有利的结构条件，这种情况尤其可能发生。然而，儿童的家庭和族裔社区可能为教育领域带来额外的资源。因此，家庭背景、父母参与和社区环境的相互作用都会影响移民家庭儿童的发展和教育结果。该研究的一个关键目标是超越使用移民身份作为其他特征的代理，以确定家庭移民背景（包括父母到达时的年龄、语言背景和使用情况、国籍和种族）如何与入学准备和早期学业进展相关。儿童发展并不是一个可以在某个时间点测量的静态结果，然而很少有关于移民子女的研究能够利用纵向方法。该项目依赖于来自出生队列（ECLS-B）的纵向数据，该数据包括丰富的观测数据以及附加在个人数据之上的社区层面测量数据。这项研究是独一无二的，因为它不仅提供了家庭背景和社区特征相互作用的信息，甚至在正式学校教育之前，而且还关注了家庭背景和实践的变化，这些变化可能会改变移民群体的结果。公共卫生相关性：利用早期儿童纵向研究（ECLS）出生队列的纵向数据，分析旨在探讨移民身份的各种指标-即代际地位，父母迁移时间，原籍身份，种族/民族和语言使用-对儿童社会情感和随后的认知发展的贡献。该研究的独特之处在于其多学科的研究方法，将移民适应和儿童发展的理论观点结合起来。因此，该项目是一项探索性的努力，旨在调整同化框架，以评估青少年和成年人在社会和经济福祉方面的代际差异，并开发生态发展框架，以了解对儿童入学准备和成功过渡到正规学校的多重背景影响。

DESCRIPTION (provided by applicant): This project is an exploratory endeavor to adapt the assimilation frameworks employed to assess generational differences in social and economic well-being among adolescents and adults with the ecological developmental framework developed to understand the multiple contextual influences on children's development and academic performance. There is a paucity of research on the extent to which young children of immigrants face differential familial or community environments that would forecast their socio-emotional development and the link between that development and their subsequent academic success. To fill this gap, research needs to go beyond simply attaching a measure of generation status to a study of child development or attaching a metric of child well-being to a study of immigrant children. This research takes an integrative approach that bridges theories of child development with theories of immigrant adaptation. Children of new immigrants face many possible pathways of adaptation in the United States depending on the economic and noneconomic resources of the family and the interactions with the receiving community. If society fails to support immigrant adaptation, particularly immigrants from historically disadvantaged subgroups, we might expect young children of immigrant parents to progress less well than their native counterparts, falling further behind over time. This is especially likely if they encounter less favorable structural conditions within the United States. However, the child's family and ethnic community may bring additional resources to the educational sphere. Thus, the interaction of family background, parental involvement and community context will all influence developmental and educational outcomes for children in immigrant families. A key goal of the research is to go beyond using immigrant status as a proxy for other traits to determine how family migration context, including parents' age at arrival, language background and use, national origins and ethnicity, are related to school readiness and early academic progress. Child development is not a static outcome that can be measured at one point in time and yet few studies of the children of immigrants have been able to take advantage of a longitudinal approach. This project relies on longitudinal data from a birth cohort (ECLS-B) that includes rich observational data along with community level measures appended to the individual data. The research is unique because it not only provides information on the interaction of family background and community characteristics even before formal schooling but also for its focus on changes in family context and practices that could alter outcomes across immigrant groups. PUBLIC HEALTH RELEVANCE: Utilizing longitudinal data from the Early Childhood Longitudinal Study's (ECLS) birth cohort, the analyses are designed to explore the contribution of various indicators of immigrant status - namely generational status, parental migration timing, national origin status, race/ethnicity, and language use - to children's socio-emotional and subsequent cognitive development. The research is unique in its multi-disciplinary approach, which combines theoretical perspectives of immigrant adaptation and child development. Thus, the project is an exploratory endeavor to adapt the assimilation frameworks employed to assess generational differences in social and economic well-being among adolescents and adults with the ecological developmental framework developed to understand the multiple contextual influences on children's school readiness and successful transitions to formal schooling.