We would like to thank Puiwa Lei for her advice on equating methods, and Don Gensimore for computational assistance. Support services were provided by the Population Research Institute, Pennsylvania State University, under an infrastructure grant from NICHD. Travel support from the Chinese University is gratefully acknowledged.
Academic Achievement of Legal Immigrants’ Children: The Roles of Parents’ Pre- and Postmigration Characteristics in Origin-Group Differences
Version of Record online: 11 SEP 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 83, Issue 5, pages 1543–1559, September/October 2012
How to Cite
Pong, S.-l. and Landale, N. S. (2012), Academic Achievement of Legal Immigrants’ Children: The Roles of Parents’ Pre- and Postmigration Characteristics in Origin-Group Differences. Child Development, 83: 1543–1559. doi: 10.1111/j.1467-8624.2012.01790.x
- Issue online: 11 SEP 2012
- Version of Record online: 11 SEP 2012
Using data from the New Immigrant Survey, a study based on a nationally representative sample of legal immigrants, the present study extends prior research on the academic outcomes of immigrants’ children by examining the roles of pre- and postmigration parental characteristics and the home environment. An analysis of 2,147 children aged 6–12 shows that parents’ premigration education is more strongly associated with children’s academic achievement than any other pre- or postmigration attribute. Premigration parental attributes account for the test score disadvantage of Mexican-origin children of legal immigrants, relative to their non-Latino counterparts. The findings reveal continuities and discontinuities in parental socioeconomic status and demonstrate that what parents bring to the United States and their experiences after arrival influence children’s academic achievement.