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Reading and Math Achievement among Low-Income Urban Latino Youth: The Role of Immigration.
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- Author(s): Guttmannova, Katarina
- Source:
American Journal of Education; Feb2016, Vol. 122 Issue 2, p199-246, 48p, 1 Diagram, 11 Charts, 1 Graph- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: Using data from a household-based, stratified random sample of youth and their caregivers from low-income inner-city neighborhoods, this study examined the variability in the academic achievement of Latino youth. The results indicate a significant advantage in reading achievement for first- and second-generation immigrant youth, as compared to the third generation, which persisted even after controlling for important child, parenting, human capital, neighborhood, and demographic covariates. Follow-up analyses within the subsample of the first- and second-generation youth indicate that more recent arrival to the United States predicted higher reading achievement. Yet, there was no evidence of a similar immigrant advantage in math. The implications of these findings, limitations of the present study, and directions for future research are discussed. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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