Sullivan Amanda L, Houri Alaa, Sadeh Shanna
Department of Educational Psychology and Special Education, College of Education & Human Development, University of Minnesota.
Sch Psychol Q. 2016 Jun;31(2):149-62. doi: 10.1037/spq0000137.
Children from immigrant families are one of the fastest growing and most diverse groups in America's schools. This study provides a demographic portrait of immigrant children who entered kindergarten in 2010 and describes patterns and predictors of early educational outcomes of students from immigrant families. A nationally representative sample of 13,530 students who participated in the Early Childhood Longitudinal Study-Kindergarten Class of 2010-11 was analyzed. Descriptive statistics were used to estimate the sociodemographic characteristics of this population. Regression was used to examine the relations between nativity, child characteristics, and family characteristics to reading and mathematics skills in kindergarten. Approximately 27% of kindergartners in the class of 2011 came from immigrant families. These students were more racially, linguistically, and socioeconomically diverse than students from U.S.-born parents. Educational outcomes varied by parents' region of origin. Children's early academic skills were significantly related to parent's region of origin, but these relations were attenuated when child health, language, family structure, and socioeconomic status were accounted for. These results indicate the importance of considering parent nativity when examining the outcomes and needs of students from immigrant families. Because of the diversity of characteristics and outcomes of children of immigrants, researchers should consider the implications of nativity for students' experiences and needs. (PsycINFO Database Record
来自移民家庭的孩子是美国学校中增长最快、最多样化的群体之一。本研究提供了2010年进入幼儿园的移民儿童的人口概况，并描述了来自移民家庭的学生早期教育成果的模式和预测因素。对参加2010 - 2011年幼儿纵向研究——幼儿园班级的13530名学生的全国代表性样本进行了分析。使用描述性统计来估计这一人群的社会人口特征。使用回归分析来检验出生国家、儿童特征和家庭特征与幼儿园阅读和数学技能之间的关系。2011年班级中约27%的幼儿园儿童来自移民家庭。这些学生在种族、语言和社会经济方面比父母为美国出生的学生更加多样化。教育成果因父母的原籍地区而异。儿童早期学业技能与父母的原籍地区显著相关，但在考虑儿童健康、语言、家庭结构和社会经济地位后，这些关系有所减弱。这些结果表明，在研究来自移民家庭的学生的成果和需求时，考虑父母出生国家的重要性。由于移民子女特征和成果的多样性，研究人员应考虑出生国家对学生经历和需求的影响。（PsycINFO数据库记录）
