The research was fully supported by a grant to the first author from the Foundation for Child Development as part of the Young Scholars Program. The authors are grateful to Annette Chin and George McCormick, and the principals, teachers, children, and parents of Central Kentucky. Also, the authors especially thank Heather Young and Ryan Hicks, as well as James Coleman, Lauren Jellison, Donnie Kleine-Kracht, Leigh Anne Koonmen, Nichaela Matthews, Sarah Roby, P. J. Williamson, and Lauren Zumbahlen.
Discrimination, Ethnic Identity, and Academic Outcomes of Mexican Immigrant Children: The Importance of School Context
Article first published online: 11 SEP 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 83, Issue 5, pages 1477–1485, September/October 2012
How to Cite
Brown, C. S. and Chu, H. (2012), Discrimination, Ethnic Identity, and Academic Outcomes of Mexican Immigrant Children: The Importance of School Context. Child Development, 83: 1477–1485. doi: 10.1111/j.1467-8624.2012.01786.x
- Issue published online: 11 SEP 2012
- Article first published online: 11 SEP 2012
This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first- and second-generation Mexican immigrant children living in a predominantly White community (N = 204, 19 schools, mean age = 9 years). The study also examined schools’ promotion of multiculturalism and teachers’ attitudes about the value of diversity in predicting immigrant youth’s attitudes and experiences. Results indicated that Latino immigrant children in this White community held positive and important ethnic identities and perceived low overall rates of discrimination. As expected, however, school and teacher characteristics were important in predicting children’s perceptions of discrimination and ethnic identity, and moderated whether perceptions of discrimination and ethnic identity were related to attitudes about school and academic performance.