You Have to Start from Scratch and You Need Someone by Your Side”: Perspectives of Parents and Teachers on Immigrant Students’ Adaptation to School

This article analyses the issue of immigrant students’ adaptation in Israeli schools, as perceived by their parents and teachers. The study integrates data from two qualitative, phenomenological studies: one explored immigrant parents’ perceptions of Israeli education and their children’s adaptation in school, while the other studied teachers’ perceptions of immigrant students’ education and their practices in the field. The data was gathered from in‐depth interviews with 17 parents and 20 teachers. The analysis yielded a list of themes related to parents’ and teachers’ views of the children’s adjustment, and their own roles in this process: their personal experiences in the field, the challenges and difficulties in interpersonal interactions between parents and teachers, and policy issues related to the educational integration of immigrant students. Findings emphasize the vital importance of parent‐teacher collaboration, clarification and better implementation of existing policy, and teachers’ qualifications for the successful educational integration of immigrant students.     

The Past is Ever Present: Transnationalism Old and New – Italian and Mexican Immigrants in the US

The paper focuses on what is old and what is new in transnationalism by analyzing extraterritorial attempts of the Italian and Mexican governments. During the large southern/ eastern European immigration to the US from 1890 to the 1920s, Italian immigrants reached 24 percent of the immigrant wave. Mexican documented and undocumented immigrants from the 1980s until 2010s made up 30 percent of the immigrant wave almost a century later. Transnational immigrants live in a country in which they do not claim citizenship rights and claim citizenship rights in a country they do not live in. Therefore migration and immigrant policies challenge both sending and receiving states. Foreign governments are limited in the policies and practices that they can enforce. A comparison of state policies from Italy and Mexico challenges the fact that transnationalism is significantly different and new.     

Hispanic Americans: comparative considerations and the educational problems of children

This paper presents an overview of the diversity in character among the various Hispanic-American subgroups. The author compares the following subgroups historically and demographically: Mexican-Americans, Cuban-Americans, Mainland Puerto-Ricans, and "other" Hispanics. As a group, Hispanic-Americans lag far behind the majority population in any array of standard educational measurements. 40% of Hispanic-American students leave school before 10th grade. Children of "immigrant" minorities, such as Chinese, Japanese, and South and Central Americans, tend to do better in school than "caste-like" minorities, such as Black Americans, Mainland Puerto-Ricans and Mexican-Americans in the US. The author discusses several models which explain why Mexican and Puerto-Rican Americans fail in American schools at such high rates: 1) culture of poverty, 2) the various schools emphasizing "discontinuity" between the minority Hispanic and the majority culture, and 3) the psychosocial approach. Features which differentiate immigrants from caste-like minorities include 1) caste-like minorities were incorporated into the society against their will, whereas historically, immigrant minorities choose more or less freely to leave their country to enter a new social order; and 2) immigrants may anticipate or fantasize that in the future they will return home to enjoy the fruits of their hard work in the foreign land. 2 factors alleviate the longterm effects of the hardships and discrimination immigrants face: 1) the levels of discrimination became less evident as accents disappeared and names were Anglicized; immigrants develop a dual frame of reference, enabling them to evaluate their current reality against the reality of life back home; and 3) hard work in the new land will at the very least benefit the children in the future. Factors which veto the Mexican immigrant case as a heurstically "paradiomatic" immigrant minority include: 1) many Mexicans still resent the loss of 1/3 or Mexico's territories to Anglo colonists, 2) Americans still treat Mexican immigrants as a "case-like" minority despite the fact that they are immigrants, and 3) many of the "immigrants" lack official immigrant status.     

Don't End Up in the Fields: Identity Construction among Mexican Adolescent Immigrants,their Parents,and Sociocontextual Processes

This grounded theory study of 16 Mexican immigrant adolescents and 20 of their parents examines how they construct relational identities within their families, at school, with friends, and in the larger society. Results focus on a core identity bind faced by the adolescents: immigration messages from parents that say, “don't be like me” and the societal message, “you're not like us.” Response to this bind was guided by two contrasting sets of identity narratives: Empowering narratives invited an intentional approach to school and life choices. Restricting narratives maintained an ambivalent approach to school and life choices. Resolution of the identity bind was a collective, ongoing process that has implications for Mexican immigrant families and the professionals who work with them.     

‘I see myself as a different person who [has] acquired a lot …’: Somali female students’ journeys to belonging 1

How do refugee students construct their lives in school in their host country? What are some difficulties that they face and how do they respond to those? Findings of a qualitative study conducted with female refugee students from Somalia indicate that students are to varying degrees active agents in the construction of their lives in a US urban school. Although they do experience religious discrimination, they find creative ways to respond to it and, despite the fact that learning English is an initial obstacle in their lives in their host country, they tend to be successful in acquiring the new language. These findings problematize the perception of students as passive victims of the structural forces that inform their lives. At the same time, they challenge educators to seek ways that could make schools positive contexts of reception of refugee and immigrant students. Although the study focuses on the experiences of refugee students with distinct cultural characteristics in the US, the issues raised may provide a window to understanding the experiences of newcomer students in other parts of the world.     

Immigrant Generation,School Procedural Justice,and Educational Attainment

There is much educational concern about the disproportionate punishment of racial/ethnic minority students within U.S. public schools. Research evidence indicates that school punishment exacerbates the already-known racial/ethnic inequalities within the educational system. What remains uncertain is if and how school punishment, justice, and fairness are moderating educational attainment for the children of immigrants. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel analysis to examine how school punishment, justice, and fairness influence the educational attainment of children of immigrants. The study draws on straight-line and segmented assimilation frameworks to evaluate variation in these effects by immigrant generation. Findings do suggest that improved school procedural justice and fairness could enhance educational attainment as well as ameliorate the detrimental impact of school punishment; however, these patterns are segmented by immigrant generation and race/ethnicity.     

Parenting From Abroad: Migration,Nonresident Father Involvement,and Children's Education in Mexico

In Mexico, a country with high emigration rates, parental migration matches divorce as a contributor to child–father separation. Yet little has been written about children's relationships with migrating parents. In this study, I use nationally representative data from the 2005 Mexican Family Life Survey to model variation in the interaction between 739 children in Mexico and their nonresident fathers. I demonstrate that, from the perspective of sending households, parental migration and parental divorce are substantively distinct experiences. Despite considerable geographic separation, Mexican children have significantly more interaction with migrating fathers than they do with fathers who have left their homes following divorce. Further, ties with migrant fathers are positively correlated with schooling outcomes, which potentially mitigates the observed education costs of family separation.     

Intergenerational Mobility of the Mexican‐Origin Population in California and Texas Relative to a Changing Regional Mainstream

We combine two approaches to gauge the achievements of the Mexican‐origin second generation: one the intergenerational progress between immigrant parents and children, the other the gap between the second generation and non‐Latino whites. We measure advancement of the Mexican‐origin second generation using a suite of census‐derived outcomes applied to immigrant parents in 1980 and grown children in 2005, as observed in California and Texas. Patterns of second‐generation upward mobility are similar in the two states, with important differences across outcome indicators. Assessments are less favorable for men than women, especially in Texas. We compare Mexican‐Americans to a non‐Latino white reference group, as do most assimilation studies. However, we separate the reference group into those born in the same state as the second generation and those who have migrated in. We find that selective in‐migration of more highly‐educated whites has raised the bar on some, not all, measures of attainment. This poses a challenge to studies of assimilation that do not compare grown‐children to their fellow natives of a state. Our model of greater temporal and regional specificity has broad applicability to studies guided by all theories of immigrant assimilation, integration and advancement.     

The emotional toll of out‐migration on mothers and fathers left behind in Mexico

A growing body of research examines how families are affected by international migration; yet, implications for family members who remain behind are less well understood. Recent studies highlight implications for wives and young children when Mexican men migrate to the US, but have not yet adequately addressed the unique perspectives across the intergenerational family system, including the impact on parents when their adult children migrate. The current qualitative study explores the perceptions of transnational family ties among five focus groups (N=28) consisting of mothers and fathers of migrants in Mexico. An inductive, comparative method was used to identify emerging themes related to the emotional toll that parents of migrants experience. Salient themes included sadness, longing, guilt, and worry. The perceptions and expression of these emotions varied between mothers and fathers. Findings highlight the unique impact and distinct policy implications of Mexican familial transnationalism on parents who remain behind.     

Making something of the sacrifice: gender,migration and Mexican children's educational aspirations

Transnational families often use international migration as a strategy not only for survival, but also for social mobility. Migrant parents hope their sacrifices via migration will translate into educational benefits for non‐migrant children. In this article, we use mixed methods to explore the success of parents' efforts by considering the relationship between gender, family migration patterns and the educational aspirations of children in the Mixteca region of Mexico. Analysis of surveys collected from 1273 students show that mothers' migrations affect children's educational goals in different ways depending on whether they migrate alone or with their husbands. Fathers' lone migrations have no significant impact on children's educational aspirations. Interviews with 51 children of migrants suggest that children of unmarried migrant mothers are motivated academically because they invest in their mothers' migrations as a sacrifice, whereas the emotional consequences of parental absences lower the educational aspirations of children with both parents in the USA.     

Does teacher educational training help the early math skills of English language learners in Head Start?

To address the early performance gap between native-born and immigrant children and to seek ways to reduce the disparity, the study explored the effect of teacher qualification on early math skills of preschoolers, with focused attention to immigrant children. Particularly, the study examined the effects of teacher educational levels, certification, and professional training, by employing Hierarchical Linear Modeling (HLM) analysis to a US nationally representative database from the Head Start Family and Child Experiences (FACES). The study found a significantly positive effect of teacher qualification for immigrant preschoolers in Head Start, who displayed lower early math skills than their native-born counterparts. Among immigrant preschoolers, those who were with teachers of lower educational levels showed significantly lower early math skills compared with their immigrant peers with teachers of higher educational levels. The study also supported teacher certification and professional training as potential mediators in promoting early math competency of immigrant students, especially with teachers of lower educational levels.     

Educational Progress and Parenting Among Mexican Immigrant Mothers of Young Children

This study examined the potential for educational investments in Mexican immigrant mothers to enhance their management of their children's pathways through the educational system in the United States, which often disadvantages them. We tested this hypothesis with data on 816 Mexican immigrant women and their children from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS‐K). The results suggest that mothers who pursued their own schooling over a 4‐year period, regardless of whether they obtained a degree, increased their engagement with their children's schools during that same period. The results appear to be robust to a wide range of factors that select women into continuing education.     

Early Child Care and the School Readiness of Children from Mexican Immigrant Families1

Combining conceptual models from immigration and educational research, this study investigated whether a normative antecedent to the transition to formal schooling in the contemporary U.S. – early child care – links Mexican immigrant status to various aspects of school readiness. Regression models with nationally representative data revealed that children from Mexican immigrant families were overrepresented in parental care and underrepresented in center‐based care compared to their native peers from other race/ethnic populations, which helped to explain a significant but small portion of their generally lower rates of both math achievement and externalizing symptoms in kindergarten. This mediating role of early child care, however, paled in comparison to family socioeconomic circumstances.     

The Impact of Temporary Labor Migration on Mexican Children's Educational Aspirations and Performance1

This article examines how temporary U.S. labor migration by family members and by students affects the educational aspirations and performance of those same students growing up in Mexican migrant communities. Labor migration affects these children in two ways. First it brings remitted U.S. earnings into the household which allows parents to provide more education for their children and reduce the need for children's labor. Higher incomes are also associated with numerous factors that improve the general well‐being of children, as reflected in various indicators including higher school grades. Labor migration also has negative impacts on children. In addition to family stress and behavioral problems with adolescents due to parental and sibling absence, migration provides an example of an alternative route to economic mobility. Children growing up in migrant households have access to information and social networks that reduce their likelihood of migration failure should they choose this alternative to the Mexican labor market. We analyze a unique data set from a stratified random sample of 7600 grammar, junior high, and high school‐level students in a state capital, a large town, and 25 rural communities in a Mexican migrant‐sending state. We find that high levels of U.S. migration are associated with lower aspirations to attend a university at all academic levels. We find, however, a positive relationship between U.S. migration and grades. We conclude that while U.S. migration provides financial benefits that allow children to continue schooling and perform well, it may also reduce the motivation to attain above‐average years of schooling.     

School-Choice Stories: The Role of Culture

This article uses data from in-depth interviews conducted with the parents of a sample of 88 ninth-grade students from public, private, Catholic, and Christian high schools in two different suburban communities. This research investigates the ways in which parents understand education and how they make sense of schooling options for their children. It shows both how families who choose schools make the selection among various alternatives and why some families seem not to choose schools. This research finds that the financial and information resources of families are not enough in and of themselves to explain school-choice behavior. While these resources are indeed used by families as they make school choices, such measures do not capture the cultural dimension of school choice. In this context culture is understood as the lens through which people make sense of the social world. The decision to activate resources and the direction in which those resources will be activated are mediated by culture. In particular, as these school-choice stories show, the school-choice decision is influenced by the past educational experiences of the parents and by their religious faith.     

Expectations,education, and opportunity

Using a long panel of youths, we establish a causal link between parental expectations regarding education and educational attainment. In particular, we use an instrumental variables approach to find that the child’s chances of obtaining a high school or college degree are increasing in the parent’s expectations of the likelihood of these events. We then use differences between the objective likelihood of a child’s educational attainment and the parents’ subjective probabilities to consider the hypothesis that lower educational outcomes among certain groups are driven by a “culture of despair,” where children are low-achieving because they are expected to underachieve. While we do find that children from households with lower levels of income, wealth, and parental education are less likely to attain high school and college degrees, we reject the hypothesis that this is driven by low subjective expectations of educational success. Rather, we find that parents from disadvantaged groups have expectations for the educational outcomes of their children that differ more from the statistical likelihood of these outcomes than do parents of children from advantaged households. That is, we find that parents in more disadvantaged households are more optimistic about the educational outcomes of their children than those from more advantaged households.     

Family Pressure and the Educational Experience of the Daughters of Vietnamese Refugees

This article explores the issue of gender role changes encountered by young Vietnamese-American women based on our ethnographic study of Versailles Village, a low-income ethnic community in New Orleans, US.
We examine how female Vietnamese high school students deal with conflicts between the stubborn traditionalism of parents and the desire for personal liberty of American-reared children and how they negotiate gender roles at home and in school and society.
Through in-depth examination of the school experience of young Vietnamese women, we find that they not only equal young men in scholastic performance and ambition, but may even show higher levels of achievement. Our data indicate that it is not because the women are liberating themselves from traditional gender roles in order to avail themselves of the opportunities of American society. Instead, the socio-economic conditions of the new land place a new emphasis on education for both men and women.
Immigrant families see the importance of education as an avenue of upward mobility for their children and encourage educational achievement. Precisely because traditional gender roles lead families to exercise greater control over daughters, young women are pushed even more than young men toward scholastic performance.     

Hauptschule, Realschule oder Gymnasium?

The article studies the educational placement of different ethnic groups in the German school system. Using a data set that was collected at six elementary schools in Baden-Württemberg the transition from primary to secondary schooling for immigrant and German families is analyzed. Regarding the extent of ethnic differentiation in the German school system, the paper addresses the question whether the observed differences in the transition rates between different ethnic groups continue to exist once the children’s educational performance is taken into account. The findings reveal that school marks are the central determinant of the transition. However, also after having controlled for school performance ethnic differences persist. Especially Turkish and Italian children show a considerably lower chance to get into one of the higher educational tracks. This ethnic disadvantage can only be observed with regard to the question whether a child attends the Hauptschule or not. Moreover, the impact of the average achievment level and the immigrant concentration in the classroom on the transition rates is analyzed. The results reveal no important effect for the average achievement level. In contrast, the analyses for the immigrant concentration show that with increasing percentages of immigrant children in the classroom the chances to attend one of the higher educational branches are considerably reduced. After controlling for immigrant concentration no significant ethnic differences persist.