Department of Education Policy Studies, PennState University, 310G Rackley Building, PA 16802, USA.
Child Dev. 2012 Sep-Oct;83(5):1543-59. doi: 10.1111/j.1467-8624.2012.01790.x.
Using data from the New Immigrant Survey, a study based on a nationally representative sample of legal immigrants, the present study extends prior research on the academic outcomes of immigrants' children by examining the roles of pre- and postmigration parental characteristics and the home environment. An analysis of 2,147 children aged 6-12 shows that parents' premigration education is more strongly associated with children's academic achievement than any other pre- or postmigration attribute. Premigration parental attributes account for the test score disadvantage of Mexican-origin children of legal immigrants, relative to their non-Latino counterparts. The findings reveal continuities and discontinuities in parental socioeconomic status and demonstrate that what parents bring to the United States and their experiences after arrival influence children's academic achievement.
利用新移民调查的数据，本研究基于对合法移民的全国代表性样本，通过考察父母在移民前后的特征和家庭环境，扩展了关于移民子女学术成果的先前研究。对 2147 名 6-12 岁儿童的分析表明，父母在移民前的教育程度与孩子的学业成绩比任何其他移民前后的属性都更密切相关。移民前父母的特征解释了合法移民的墨西哥裔儿童相对于非拉丁裔儿童在考试成绩上的劣势。研究结果揭示了父母社会经济地位的连续性和不连续性，并表明父母带到美国的东西以及他们到达后的经历会影响孩子的学业成绩。
