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Disentangling the Effects of Nativity Status, Race/Ethnicity, and Country of Origin to Better Predict Educational Outcomes for Young, Immigrant Children

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dc.contributor.author De Feyter, Jessica Johnson
dc.creator De Feyter, Jessica Johnson
dc.date 2008-12-05
dc.date.accessioned 2009-01-30T19:59:16Z
dc.date.available NO_RESTRICTION en
dc.date.available 2009-01-30T19:59:16Z
dc.date.issued 2009-01-30T19:59:16Z
dc.identifier.uri https://hdl.handle.net/1920/3405
dc.description.abstract Though much valuable research has been conducted on the academic achievement and development of school-age immigrant youth, we know much less about the early academic competencies of younger immigrant children. This study describes the school readiness of 2,194 low-income children receiving subsidies to attend childcare with emphasis on how nativity status (generation), race/ethnicity, and national origins might influence children’s preparedness for kindergarten. The Learning Accomplishments Profile – Diagnostic (LAP-D), was used to measure cognitive and language skills, while teacher-report on the Devereux Early Childhood Assessment (DECA) measured socio-emotional protective factors and behavior. A school readiness screener administered at the beginning of the kindergarten year (Early Screening Inventory; ESI-K) and end of year grades for kindergarten, 1st, and 2nd grade were also examined. Results demonstrate variation does exist in school readiness according to nativity, ethnicity, and national origins. First- and second-generation immigrants lagged behind non-immigrant children in cognitive and language skills but excelled by comparison in socio-emotional skills and behavior. First-generation immigrant children had slight advantages over the other two nativity groups in early academic grades. In many cases, first-generation immigrant children showed more advanced development than second-generation immigrant children, providing some evidence in the early years for the immigrant paradox. The present study raises awareness regarding strengths immigrant children bring with them from a very young age and provides a starting point from which these strengths can be built upon to encourage their success and later academic achievement.
dc.language.iso en_US en
dc.subject immigrant en_US
dc.subject Education en_US
dc.subject nativity en_US
dc.subject school readiness en_US
dc.subject culture en_US
dc.subject ethnicity en_US
dc.title Disentangling the Effects of Nativity Status, Race/Ethnicity, and Country of Origin to Better Predict Educational Outcomes for Young, Immigrant Children en
dc.type Thesis en
thesis.degree.name Master of Arts in Psychology en
thesis.degree.level Master's en
thesis.degree.discipline Psychology en
thesis.degree.grantor George Mason University en


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