Family Migration Context, Development and Early School Outcomes

家庭移民背景、发展和早期学校成果

• 批准号: 7587783
• 负责人: JENNIFER E. GLICK
• 金额: $ 22.16万
• 依托单位: ARIZONA STATE UNIVERSITY-TEMPE CAMPUS
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-06-01 至 2011-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7587783
• 关键词: Academic achievement; Accounting; Acculturation; Achievement; Adolescent; Adopted; Adult; Age; Assimilations; Attention; Behavior; Behavioral; Birth; Caring; Characteristics; Child; Child Development; Cognitive; Cohort Analysis; Communities; Community Practice; Data; Data Set; Development; Dimensions; Disadvantaged; Economics; Emotional; Ensure; Environment; Ethnic Origin; Ethnic group; Face; Family; Generations; Goals; Home environment; Immigrant; Individual; Investigation; Language; Lead; Learning; Linguistics; Link; Longitudinal Studies; Measures; Mediating; Metric; Modeling; National origin; Nursery Schools; Outcome; Parent-Child Relations; Parenting behavior; Parents; Pathway interactions; Performance; Personal Satisfaction; Positioning Attribute; Process; Proxy; Race; Readiness; Regulation; Research; Resources; Role; Sample Size; Schools; Societies; Subgroup; Testing; Time; United States; Variant; Work; base; child well being; cohort; design; early childhood; expectation; experience; falls; health economics; kindergarten; literacy; migration; parental involvement; peer; public health relevance; racial and ethnic; skills; social; social capital; success; theories; trait

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.

描述（由申请人提供）：该项目是一个探索性的奋进，以适应同化框架，用于评估青少年和成年人之间的社会和经济福利的代际差异与生态发展框架，以了解对儿童的发展和学习成绩的多重背景影响。关于移民的年幼子女在多大程度上面临不同的家庭或社区环境的研究很少，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将一代人地位的衡量标准附加到儿童发展的研究中，或者将儿童福祉的衡量标准附加到移民儿童的研究中。本研究采取了一种整合的方法，桥梁儿童发展理论与移民适应理论。新移民的子女在美国面临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的适应，特别是来自历史上弱势群体的移民，我们可能会期望移民父母的年幼子女的进步不如他们的本土同行，随着时间的推移进一步落后。如果他们在美国遇到不太有利的结构性条件，这尤其可能。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，父母参与和社区背景的相互作用都会影响移民家庭儿童的发展和教育成果。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，包括父母抵达时的年龄，语言背景和使用，民族血统和种族，如何与入学准备和早期学业进展有关。儿童的发展不是一个可以在某个时间点衡量的静态结果，但很少有关于移民子女的研究能够利用纵向方法。该项目依赖于出生队列（ECLS-B）的纵向数据，其中包括丰富的观测数据沿着社区一级的措施，以个人数据。这项研究是独一无二的，因为它不仅提供了关于家庭背景和社区特征之间的相互作用的信息，甚至在正式上学之前，而且还关注家庭背景和做法的变化，这些变化可能会改变移民群体的结果。公共卫生相关性：利用从早期儿童纵向研究（ECLS）出生队列的纵向数据，分析的目的是探讨移民身份的各种指标的贡献-即代际地位，父母的迁移时间，国籍地位，种族/民族，语言使用-儿童的社会情感和随后的认知发展。该研究的独特之处在于其多学科的方法，它结合了移民适应和儿童发展的理论观点。因此，该项目是一个探索性的奋进，以适应同化框架，用于评估青少年和成人之间的社会和经济福利的代际差异，生态发展框架，以了解儿童的入学准备和成功过渡到正规学校的多种背景影响。