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Immigrant Status and the Social Returns to Academic Achievement in Adolescence.

ABSTRACT: Social scientists have long debated whether high-achieving students of color are socially sanctioned. This discussion has rarely focused on immigrant students, who are exceptionally diverse in their educational performance and face challenges in social integration at school. This article assesses whether the effect of academic achievement on U.S. adolescents' popularity among peers varies by immigrant status. Further, we investigate whether the same pattern holds for immigrant students across racial/ethnic groups. While theoretical frameworks led us to expect that some immigrant groups would be socially punished for their school achievement, we did not find evidence for a negative effect of achievement (GPA) on popularity (number of alters nominating ego as a friend) for any group. Instead, the effect of achievement on popularity is positive but smaller among second-generation and foreign-born students than among white students from native-born families. This social penalty is observed across Black and most Hispanic immigrant subgroups, applies to some Asian immigrant subgroups, and does not apply to white immigrant students.

SUBMITTER: Ye LZ

PROVIDER: S-EPMC9642974 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature

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Immigrant Status and the Social Returns to Academic Achievement in Adolescence.

Ye Leafia Zi LZ Fletcher Jason J

Journal of ethnic and migration studies 20220104 15

Social scientists have long debated whether high-achieving students of color are socially sanctioned. This discussion has rarely focused on immigrant students, who are exceptionally diverse in their educational performance and face challenges in social integration at school. This article assesses whether the effect of academic achievement on U.S. adolescents' popularity among peers varies by immigrant status. Further, we investigate whether the same pattern holds for immigrant students across ra ...[more]

PMID: 36389214

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Project description:Aerobic fitness has been shown to have several beneficial effects on child health. However, research on its relationship with academic performance has been limited, particularly in developing countries and among undernourished populations. This study examined the association between aerobic fitness and academic achievement in clinically healthy but nutritionally compromised Indian school-aged children and assessed whether micronutrient status affects this association. 273 participants, aged 7 to 10.5 years, were enrolled from three primary schools in Bangalore, India. Data on participants' aerobic fitness (20-m shuttle test), demographics, anthropometry, diet, physical activity, and micronutrient status were abstracted. School-wide exam scores in mathematics and Kannada language served as indicators of academic performance and were standardized by grade level. The strength of the fitness/achievement association was analyzed using Spearman's rank correlation, multiple variable logistic regression, and multi-level models. Significant positive correlations between aerobic capacity (VO2 peak) and academic scores in math and Kannada were observed (P < 0.05). After standardizing scores across grade levels and adjusting for school, gender, socioeconomic status, and weight status (BMI Z-score), children with greater aerobic capacities (mL * kg(-1) * min(-1)) had greater odds of scoring above average on math and Kannada exams (OR=1.08, 95% CI: 1.02 to 1.15 and OR=1.11, 95% CI: 1.04 to 1.18, respectively). This association remained significant after adjusting for micronutrient deficiencies. These findings provide preliminary evidence of a fitness/achievement association in Indian children. While the mechanisms by which aerobic fitness may be linked to academic achievement require further investigation, the results suggest that educators and policymakers should consider the adequacy of opportunities for physical activity and fitness in schools for both their physical and potential academic benefits.

Project description:Immigrant families face multiple barriers to engaging with children's schools. Yet, school-based parent involvement has been associated with academic and behavioral benefits for children of immigrant families. Although past research has examined links between family contextual factors and parent involvement, less is known about the links between school contextual factors and parent involvement in immigrant families. Identifying socio-cultural barriers to parent involvement across home and school contexts can inform culturally competent family engagement interventions serving immigrant families. In a two-wave (1.5 years apart) longitudinal study of a community-based sample of Chinese American children (N = 210, beginning age = 5.8-9.1 years) attending over 80 schools in a metropolitan area, we assessed school-based parent involvement behaviors and parent involvement-related psychological processes (i.e., parent-teacher relationship quality, parents' endorsement of schools, teachers' perceptions of parents) using parent and teacher report. First, results indicated that significant positive associations were found between school-based parent involvement behaviors and parent involvement-related psychological processes (rs = 0.36-0.53). Next, multi-level modeling was conducted to test concurrent relations of Wave 1 school contextual factors to all four parent involvement constructs (controlling for family-level factors), as well as testing the prospective relations of parent involvement at Wave 1 to children's academic achievement at Wave 2. Student body diversity of schools was negatively associated with school-based parent involvement (rs = -0.18, -0.17), parent-rated parent-teacher relationship quality (r = -0.18), and parents' endorsement of schools (r = -0.36). The concentration of Asian students at schools and schoolwide achievement were negatively associated with teachers' perceptions of parents (rs = -0.18, -0.20). However, neither school contextual factors nor school-based parent involvement at Wave 1 uniquely predicted children's academic achievement at Wave 2. Implications of findings for understanding and addressing barriers to engaging Chinese American immigrant families in their children's schools are discussed.

Dataset Information

Immigrant Status and the Social Returns to Academic Achievement in Adolescence.

Publications

Immigrant Status and the Social Returns to Academic Achievement in Adolescence.

Similar Datasets

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