Neighborhood Context and Immigrant Young Children's Development

American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: [email protected]; Web site: http://www.apa.org

Y

17

Neighborhoods; Context Effect; Child Development; Immigrants; Longitudinal Studies; Infants; Young Children; Children; Mexican Americans; African Americans; Whites; Hispanic Americans; Puerto Ricans; Correlation; Racial Factors; Racial Composition; Community Surveys; Family Characteristics; Mothers; Language Usage; Educational Attainment; Employment Level; Marital Status; Socioeconomic Status; Statistical Analysis; Behavior Problems; Verbal Ability; Reading Skills; Regression (Statistics); Hierarchical Linear Modeling

10.1037/a0036424

0012-1649

This study explored how neighborhood social processes and resources, relevant to immigrant families and immigrant neighborhoods, contribute to young children's behavioral functioning and achievement across diverse racial/ethnic groups. Data were drawn from the Project on Human Development in Chicago Neighborhoods, a neighborhood-based, longitudinal study with cohorts of children first seen at birth, 3 years, and 6 years of age and followed over 6 years (N = 3,209; 37% Mexican American, 33% Black, 15% White, 9% Puerto Rican, 4% other Latino, and 2% other races/ethnicities; 44% immigrant). Results of multilevel models suggest that the immigrant status of children's families was a more consistent moderator of associations between neighborhood processes and children's development than the immigrant concentration of their neighborhoods, but the nature of these associations depended on the outcome and racial/ethnic group considered.

As Provided

45

2015

EJ1051412