墨西哥移民幼童母亲的教育进展与育儿情况
Educational Progress and Parenting Among Mexican Immigrant Mothers of Young Children.
作者信息
Crosnoe Robert, Kalil Ariel
机构信息
Department of Sociology and Population Research Center, University of Texas at Austin, 1 University Station A1700, Austin, TX 78712-1088.
Harris School of Policy Studies, University of Chicago, 1155 E. 60th Street, Chicago, IL 60637.
出版信息
J Marriage Fam. 2010 Aug;72(4):976-990. doi: 10.1111/j.1741-3737.2010.00743.x.
Abstract
This study examined the potential for educational investments in Mexican immigrant mothers to enhance their management of their children's pathways through an educational system in the U.S. that often disadvantages them. We tested this hypothesis with data on 816 Mexican immigrant women and their children in the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). The results suggest that mothers who pursued their own schooling over a four year period, regardless of degree attainment, increased their engagement with their children's schools during that same period. These results appeared to be robust to a wide range of factors selecting women into continuing education.
摘要
本研究探讨了对墨西哥移民母亲进行教育投资，是否有可能增强她们对子女在美国教育体系中成长路径的管理能力，因为该教育体系往往对她们不利。我们利用“儿童早期纵向研究——幼儿园队列”（ECLS-K）中816名墨西哥移民妇女及其子女的数据对这一假设进行了检验。结果表明，在四年时间里接受自身教育的母亲，无论学位获得情况如何，在同一时期内与子女学校的互动有所增加。这些结果在选择继续接受教育的女性的广泛因素方面似乎很稳健。
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