Jennifer E. Glick

The Academic Trajectories of Immigrant Youths: Analysis Within and Across Cohorts

Two nationally representative cohorts—from the National Educational Longitudinal Study (NELS) and High School and Beyond (HSB)—were used to examine the effects of generation and duration of residence on students’ performance on standardized tests over a two-year period. In multivariate models, generational status predicts variation in students’ performance on baseline (sophomore) tests, with effects stronger for the later age cohort (NELS) than for the earlier age cohort (HSB). With regard to the trajectory of achievement, generational status has a greatly reduced role for both cohorts. The best predictors of the trajectory of achievement are not those that are based on nativity per se, but those that reflect the social environment experienced in the United States (i.e., ethnicity and family’s socioeconomic status).

Generation Status, Social Capital, and the Routes Out of High School

This study investigates immigrant-native differences in the activities of adolescents 2 years after their sophomore year of high school. We employ longitudinal data for the modeling of duration, nativity and generation differences in education and employment activities during late adolescence. We ask if the same human and social capital characteristics employed as explanations for nativity differences in achievement are predictive of high school participation versus other activities such as labor force participation within a cohort of adolescents. Despite their lower levels of human capital and lower previous academic performance, recent immigrants who arrive in the United States as adolescents are more likely than those who arrive earlier or those born in the United States to persevere in high school. Access to familial social capital and attitudinal measures help explain some of this effect. As for those who do leave school early, socioeconomic status and language background play a role in the activities respondents pursue. While recent immigrants are more likely to persevere in high school, once they leave they are no more likely to pursue additional education than their U.S. born counterparts.

Academic Performance of Young Children in Immigrant Families: The Significance of Race, Ethnicity, and National Origins

Children of immigrants come from diverse backgrounds and enter school with different family migration experiences and resources. This paper addresses two basic questions: (1) to what extent does generation status exert an independent effect on early school performance net of race/panethnicity, language proficiency, and the family resources available to children as they enter formal schooling? and (2) to what extent do these broad conceptualizations of children in immigrant families mask variation by national origins? We take advantage of longitudinal data on a kindergarten cohort from the Early Childhood Longitudinal Study to examine children from diverse backgrounds. Considerable variation in academic performance persists across racial/panethnic groups as well as by country-of-origin background and linguistic ability even when adjusting for family background, resources, and previous academic performance. We find some intriguing evidence of early “segmentation” among children from various groups, suggesting some convergence within race and ethnicity for some children. However, this conclusion should not be overstated, because the results also point to the great diversity by national origins that are masked by reliance on racial/panethnic groupings.

Immigration and living arrangements: Moving beyond economic need versus acculturation

Prior research seeking to explain variation in extended family coresidence focused heavily on the potentially competing roles of cultural preferences and socioeconomic and demographic structural constraints. We focus on challenges associated with international immigration as an additional factor driving variation across groups. Using 2000 census data from Mexico and the United States, we compare the prevalence and age patterns of various types of extended family and non-kin living arrangements among Mexican-origin immigrants and nonimmigrants on both sides of the U.S.-Mexico border. Additionally, we use the Survey of Income and Program Participation to examine the stability of extended family living arrangements among Mexican-origin immigrants and natives in the United States. We find that newly arrived immigrants to the United States display unique patterns in the composition and stability of their households relative to nonimmigrants in both Mexico and the United States. Recent immigrants are more likely to reside in an extended family or non-kin household, and among those living with relatives, recent immigrants are more likely to live with extended family from a similar generation (such as siblings and cousins). Further, these households experience high levels of turnover. The results suggest that the high levels of coresidence observed among recently arrived Mexican immigrants represent a departure from “traditional” household/family structures in Mexico and are related to the challenges associated with international migration.

Immigrant Families Over the Life Course Research Directions and Needs

Family researchers and policy makers are giving increasing attention to the consequences of immigration for families. Immigration affects the lives of family members who migrate as well as those who remain behind and has important consequences for family formation, kinship ties, living arrangements, and childrens outcomes. We present a selective review of the literature on immigrant families in the United States, focusing on key research themes and needs. A summary of secondary data sets that can be used to study immigrant families is presented as well as suggestions for future research in this increasingly important area of family research and policy.

Educational Engagement and Early Family Formation: Differences by Ethnicity and Generation

This paper examines how school engagement influences the timing of family formation for youth. We pay particular attention to variation across four racial/ethnic groups and by generation status, variation that reflects the diversification of U.S. society through immigration. Using data from the National Education Longitudinal Study (NELS), we employ discrete-time multinomial logistic regression models examining the likelihood of childbearing or marriage in late adolescence. We find that the delaying effects of school enrollment and engagement vary by race/ethnicity, suggesting that strategies for socioeconomic success that focus on delaying family roles are more important among some groups than others. The results also indicate that controlling for school enrollment and school engagement reduces differences in early marriage and non-marital childbearing by generation status.

In the Belly of the Beast Effects of Anti-Immigration Policy on Latino Community Members

This paper examines the experiences of Latino adults in South Phoenix, Arizona, during a time of changing immigration policy, through the theoretical lenses of structural vulnerability and macro- and microaggression. The analyses describe how U.S.- and foreign-born Latinos experience the effects of local immigration laws and anti-immigrant sentiment. The results suggest that while there are differences between the U.S.-born and foreign-born in perceived impacts of immigration enforcement, there are few differences in perceptions of vulnerability and no evidence of lesser psychological distress among those who are not the direct targets of immigration enforcement activities. Even if they do not feel directly at risk, most respondents express concerns for family members and others in their social networks as a result of increased attention to immigration enforcement or anti-immigrant sentiment. These shared impacts may have long-term implications for Latino communities in the United States.

Economic support from and to extended kin : A comparison of Mexican Americans and Mexican immigrants

This article explores the prevalence of economic exchanges with extended kin within the Mexican-origin population in the United States. Data from the 1990 U.S. Census and the 1990 Panel Study of Income Dynamics-Latino Sample are employed to compare the characteristics of those contributing income to and receiving income from coresident extended relatives and extended family members in other households. The results suggest that immigrants, particularly recent immigrants, are more likely to participate in exchanges with relatives both within and beyond their household. There is a life course dimension to these exchanges. Mexican Americans, who are more likely to live in extended family households consisting of multiple generations, engage in economic exchanges from older adults to younger adults. Mexican immigrants, who are more likely to live with relatives at similar stages of the life course, are more likely to exchange resources with these kin in other households as well.

Mapping social distance : Ethnic residential segregation in a multiethnic metro

The increasing diversity of immigrant-receiving countries calls for measures of residential segregation that extend beyond the conventional two-group approach. The authors represent simultaneously the relative social distance occupied by a wide array of ethnic groups. They use census tract tabulations for the Toronto Consolidated Metropolitan Area in 1996 and the technique of multidimensional scaling to summarize the residential neighborhood pattern of the city’s largest 50 ethnic groups. From the two-dimensional multidimensional scaling configuration, the authors find that African/Caribbean groups and blacks were highly clustered and shared common patterns of segregation with other groups. This study highlights the value of looking beyond broad racial or panethnic classifications in understanding ethnic congregation and residential segregation patterns. The results also demonstrate the merits of this method in providing a more conceptually meaningful way to understand social distance among groups.

Does it matter if teachers and schools match the student? Racial and ethnic disparities in problem behaviors

Black youth often lag behind their non-Hispanic white peers in educational outcomes, including teacher-evaluated school performance. Using data from four waves of the Early Childhood Longitudinal Study-Kindergarten Cohort, the analyses presented here identify the extent to which children receive different evaluations from their teachers depending on the racial/ethnic match of teachers and students. This study is distinct from previous work because we examine the assessment of an individual child by multiple teachers. The results indicate that Black children receive worse assessments of their externalizing behaviors (e.g. arguing in class and disrupting instruction) when they have a non-Hispanic white teacher than when they have a Black teacher. Further, these results exist net of school context and the teachers own ratings of the behavior of the class overall.