Department of Sociology, University of South Florida, 4202 E. Fowler Avenue,Tampa, FL 33620, USA.
Child Dev. 2012 Sep-Oct;83(5):1560-76. doi: 10.1111/j.1467-8624.2012.01791.x.
This study explores the educational achievement of immigrant youth in Spain employing data from 3 waves of the Longitudinal Study of Families and Childhood (Pànel de Famílies i Infància), a representative sample of children in Catalonia first interviewed at ages 13-16 in 2006 (N = 2,710). Results suggest consistent disadvantage in achievement among first-generation students. Differences in achievement between the second and third generations are apparent in bivariate analyses, but are explained by observable characteristics in multivariate analyses. Gender-specific analyses uncover a large achievement gap between first-generation girls and their third-generation counterparts, but no equivalent gap for boys. Region-of-origin differences are modest, with the exception of Latin American adolescents who exhibit the lowest educational outcomes. The significance of perceptions about school on achievement are discussed.
本研究利用来自家庭和儿童纵向研究（Pànel de Famílies i Infància）的 3 个波次的数据，考察了西班牙移民青年的教育成就。该研究是加泰罗尼亚代表性的儿童样本，首次于 2006 年在 13-16 岁时进行访谈（N=2710）。研究结果表明第一代学生在学业成绩方面持续处于劣势。在单变量分析中，二代和三代学生之间的成绩差异明显，但在多变量分析中，这些差异可以用可观察到的特征来解释。按性别进行的分析揭示了第一代女孩和第三代女孩之间存在巨大的学业差距，但男孩没有这种差距。原籍国差异较小，除了拉丁裔青少年，他们的教育成果最低。文中还讨论了对学校的看法对成就的影响。
