Age at Immigration and Scholastic Achievement in School‐Age Children: Is There A Vulnerable Age?1

This study investigates the relationship between age at immigration and educational achievement at age 14 among all the students (about 45,000) who immigrated to Israel between 1952 and 1970. The relationship is examined for verbal and nonverbal components of an achievement test, in subpopulations defined by gender and ethnic background (Western‐versus Eastern‐born children). The findings indicate a monotonic decrease in achievement as a function of immigration age starting at the age of 7. This decrease is considerably stronger for the Verbal subtest than for the Mathematical subtest, particularly in the Western group. These results refute the vulnerable age hypothesis: They support the view that the foreign language acquisition factor plays a central role in the relationship between age of immigration and scholastic achievement, and are consistent with the expectation of a monotonic decline in achievement as age of immigration increases (and length of residence decreases). Hence, when immigration involves the need to learn a new language, the drop in school achievement is likely to be particularly marked in subject areas requiring higher levels of mastery of the language of instruction. Finally, the results suggest that age 7 may represent a critical age for the scholastic achievement of immigrant students.     

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.     

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.     

Preschool attendance and school-age profiles: A revision

Data collected from the Uruguayan household survey (ENHA) of year 2006 is used to provide more evidence and revision on the longer-term impact of pre-primary education on subsequent school attendance and accumulated years of education. In order to control for unobserved individual or household characteristics that may affect both the participation in a preschool program and the later educational attainment, we instrumented preschool attendance with average attendance rates by age in each locality. Previous research found a positive effect both on school attendance and accumulated years of education, and this effect magnifies as children grow up. But, till 2006 survey, there's no accurate data available to calculate properly the accumulated years of education a child should have and so the causality between preschool and the outcome accumulated years of education was only approximated. Thus, a major contribution of this paper is that for the first time, ENHA makes possible to work with real data on school grade repetitions (estimate accurately the possible lag in children education) and we find results which are different to previous findings. In sum, though preschool impacts positively on subsequent school attendance, preschool seems not to have an increasing impact on years of education as children grow up if we take into account new data on grade repetition. Also this paper broadens the scope of the previous research adding data on rural areas and taking also into account children who do not live with both biological parents. Spreading out preschool education seems to be a successful policy option in a country with large drop-out rates but to cope with school grade repetition new options should be studied.     

Helping The School Cope With Children Of Divorce

Prior to 1976, there was no systematic research reported regarding the impact of divorce on school age children- the largest group affected by divorce. It has since been established and widely accepted that school age children of divorce are considered a population at risk. The school is an excellent potential resource for these children at risk. Children of divorce may manifest problems at school while none is observable in the home setting. Parents, therefore, cannot be relied upon to always identify problems resulting from the divorce. School personnel, and especially teachers who have the most contact with the students, need to be aware of the common problems associated withdivorceseenwithin theschoolsetting and how to intervene. The effects of learning and school performance, peer relationships, relationships with teachers and other adult school personnel will be explored and literature cited to clarify the educational and social effects of divorce as seen within theschool. Intervention methods will be proposed.     

El Miedo y El Hambre: Understanding the Familial,Social, and Educational Realities of Undocumented Latino Families in North Central Indiana

This study explored how different ecological factors, within and outside the family, affected the educational success of the children of undocumented families. The sample consisted of 63 immigrant Latino parents (40 families) who resided in North Central Indiana. This study utilized an ethnographic research design. Findings demonstrated that immigration laws were affecting the educational success of the children of undocumented families. Most parents expressed lack of familiarity of the American educational system and that they had culture and language barriers. Findings also demonstrated that undocumented families were adapting to their realities, as a result of the resiliency in their families and communities. Implications for practice and future research were provided.     

Long‐Term Effects of Language Course Timing on Language Acquisition and Social Contacts: Turkish and Moroccan Immigrants in Western Europe

This article investigates long‐term effects of the timing of language course participation among immigrants, focusing on self‐assessed immigration country language skills and interethnic social contacts among immigrants from Turkey and Morocco who came to Western Europe mainly during the guest worker period. Data stem from the 2008 Six Country Immigrant Integration Comparative Survey. We find a positive, long‐term impact of course participation in the first four years after immigration on language skills and social contacts. Results support linguistic theories on the benefits of early language instruction and sociopsychological theories on long‐term effects of (even short) social belonging interventions on participants' perseverance in achieving educational success.     

Social disparities in children's vocabulary in early childhood. Does pre‐school education help to close the gap?1

Children start school with differing levels of skills. Thus, children of different social origin have different probabilities of educational success right from the start of their school career. This paper analyses how the gap in language abilities of children with different social backgrounds develops from age three to five. A focus lies on the question whether pre-school education can help to close this gap. The data of the UK Millennium Cohort Study (MCS) show that children's score on a standardized vocabulary test strongly depends on their parents' education. These social differences remain stable or even increase slightly over the two-year period. Using fixed effect models, it is demonstrated that children of higher educated parents can improve their vocabulary more strongly than children whose parents have a lower educational level. Participation in an early education institution positively affects the vocabulary development of children with lower educated parents while there is no significant pre-school effect for children of higher educated parents. The results indicate that pre-school attendance does not lead to a catching-up process of children with lower educated parents. But without pre-school attendance, the gap between children of higher and lower educated parents widens even further.     

Perspectives of Looked after Children on School Experience — a Study Conducted among Primary School Children in a Children’s Home in Singapore

Singapore is known for its well‐developed public education. Although there have been prolific studies and advancement in pedagogy of different groups of learners, the progress has yet to capture the interest of children in residential care, and their educational needs remain a field lacking in discussion. This study seeks to give these children a voice by answering three main questions: (1) What have the children experienced in school? (2) How do they feel about these experiences? (3) To what extent are the children’s experiences and feelings related to their background?A mixed‐method approach that encompasses both quantitative and qualitative instruments has been employed to find out from the Primary School children in a local Children’s Home their perspectives on school experience. The findings reveal that looked after children do encounter greater challenges in school because of their unique background and lack of resources. Most of them would need to rely on the authorities in both the school and the Home for support if better experience and performance in school are to be achieved.     

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.     

The Turkish and Moroccan Second Generation in the Netherlands: Divergent Trends between and Polarization within the Two Groups1

This article examines the socioeconomic and sociocultural status of the second‐generation Turkish young people in the Netherlands, comparing them to their Moroccan counterparts. The comparative perspective can better highlight the characteristic features of the Turkish second generation. The educational status of both the Turkish and the Moroccan young people is still weak, especially by comparison with their ethnic Dutch peers. The obstacles that second‐generation migrants encounter in their educational careers are many and diverse, and these derive both from inside their own groups and from institutional structures and other forces in Dutch society. Among the latter has been the delay in introducing professional second‐language training, which resulted in Dutch language deficiencies and poor primary school achievements. This, in combination with early school selection mechanisms at age 12, has consigned the vast majority of second‐generation children to short, dead‐end lower vocational or secondary school tracks. Unemployment is extremely high among the second‐generation migrants with short educational tracks, and discrimination in the labor market hits this group especially hard. Despite all this, the number of second‐generation young people who have succeeded in getting a better education is growing, and they are now well equipped to seek employment. An important factor in their success has been the mutual help and support they have received from family and community networks.     

Early to bed and earlier to rise: school,maternal employment,and children’s sleep

School-age children need 10–11 h of sleep per night. It has been well-documented that lack of sleep leads to diminished cognitive performance and that people who sleep less are more likely to be overweight or obese. I use data from the American Time Use Survey to examine two factors that can potentially influence the amount of time children sleep: school and maternal employment. I find that school-age children sleep less when school is in session than during the summer, and that they get less sleep on school nights than on non-school nights. Children go to bed about 38 min earlier on school nights, but wake up about 72 min earlier on school days. This translates into about 34 min less sleep on school nights compared with non-school nights, and implies that these children have a cumulative sleep deficit of over two-and-a-half hours by the time they arrive at school Friday morning. In addition to the lost sleep time, the earlier wake-up times on school days appear to disrupt children’s natural sleep cycles. Maternal employment affects children’s sleep time in the summer, because children wake up earlier on days that their mothers work. But during the school year, maternal employment effects are dominated by school effects.     

Young migrants of the second generation in Europe: education and labour market insertion prospects

This paper compares the situation of second generation migrants in employing European nations with first generation migrants in the countries of origin. The study focuses on intergenerational changes in employment, unemployment, and further migration. High rates of failure, underachievement, and non-attendance are often found among migrant school children. Girls and boys show high occupational aspirations from age 10-14, but more realistic aspirations by their last year of school. Although vocational training interests many young foreigners, they usually do not get enough training to compete successfully in the labor market. Unemployment affects young foreigners more, and their employment is more unstable, unskilled, and without advancement. Indecision dominates their attitudes about return migration. The country of origin usually cannot provide employment, especially for women, and the longer young migrants have been in employing nations, the less likely they are to want to leave. Difficulty in migrating and the parental desire for superior schooling also limit return migration. On return, migrants 1) experience no continuity of employment or promotion, 2) often find that the skills they have acquired are not valued, 3) must use parallel labor market and cottage industry work to find employment, 4) find that, especially for women and young workers, the unstable employment experienced abroad also affects them on return, 5) find temporary employment or have difficulty in obtaining a job, 6) find both positive and negative views are held by employers concerning them, 7) find that family and connections are the primary means for finding jobs, and 8) discover return migration may not be an end since many second generation migrants will re-migrate for economic and social reasons. School performance, language mastery, social integration and access to training plague migrants and young nationals of similar socioeconomic background. They are unprepared to succeed in the new country and experience conflict of aspirations. First and second generation return migrants experience great frustration, since employment conditions are poor, and may be forced to migrate to a third country.     

Educational Issues for Children and Young People in Families Living in Emergency Accommodation—An Irish Perspective

The article explores how homelessness may impact on the educational participation of children and young people in families living in emergency accommodation in Dublin. Many difficulties arise in terms of maintaining consistent schooling for children when they are part of a homeless family, including problems getting to and from school if living at a distance from their original schools, frequent changes in school and inadequate facilities and overcrowding in their temporary accommodation. Despite the many difficulties involved in maintaining children's regular school attendance, it is evident that school may represent the only stability for a child in an otherwise insecure and changing routine. Copyright © 2006 Children's Research Centre.     

The Impact of Parenting Style on Children’s Educational Outcomes in the United States

This paper examines the causal link between parenting style and children’s educational outcomes. The existing literature seems to lack any effort to use a nationally representative data from the United States, to properly address endogeneity, or to examine educational outcomes beyond high school level. This paper attempts to mitigate these shortcomings. Drawing upon the National Longitudinal Survey of Youth 1997, it first used OLS and logit regression. It then applied the maximum simulated likelihood approach to get rid of endogeneity, thereby isolating the causal impact of parenting style on children’s educational outcomes. Findings suggested that parenting style mattered for children academic performance. Authoritative parenting style was found to be the best among all types of parenting style. Particularly, relative to uninvolved parents’ children, authoritatively reared children were predicted to have 1.1 more years of schooling and be 18.5, 13.6, and 16.3 percentage points more likely to obtain at least bachelor’s degree, associate’s degree, and high school diploma, respectively. Also, they had 5.5 percentage points less likelihood of being high school dropouts than children reared by uninvolved parents.     

Prejudices against immigrants in secondary school

This paper presents the results of a study of prejudice against immigrants in secondary schools in the Basque Country, in Spain. We carried out a review of the best-known questionnaires and catalogues on prejudices regarding immigration and we drew up a new questionnaire, with positive and negative scales of prejudices, in order to apply them to secondary school students in Euskadi (the Basque Country). We analysed the responses of almost 1500 students and thus obtained results for the main types of prejudice that exists amongst the students. We subsequently examined these prejudices and compared them with the scientific data, reports and other research that have generated much debate. As a result of this research, we have made available to educators, both inside and outside the classroom, the basis for drawing up strategies and plans for educational interventions with secondary school students. We propose a solid foundation for undertaking an educational programme that will be useful for combating prejudices and xenophobia in schools.     

The impact of mother's education on indicators of school performance of first through third grade primary school children living in low socioeconomic areas in Khartoum,Sudan

This study examines factors related to school achievement among low-income urban families in the Sudan. Data were obtained during January-February 1992 from a sample of 198 students aged 6-10 years from boys' and girls' schools in Ombada settlement in Khartoum, Elhag-Yousif in Khartoum North, and Arkwait in Khartoum. 53.5% of the sample were first enrolled in school after the age of 7 years. About 30% were enrolled prior to the age of 7 years. 4.5% had repeated a grade. About 25% had perfect attendance. 37% were absent for 1-2% of school days; 18.2% were absent for 3-4% of school days, and a similar percentage were absent for 5% or more of school days. Over 66% were absent due to medical reasons. About 41% of math scores and 58% of language scores were above 50, out of a possible total score of 60. 29% of math scores and 21% of language scores ranged from 41 to 50. 13.5% of math scores and 10.5% of language scores were failing. Class size ranged from 53 to 102 persons per class. Children who were enrolled in the higher grades tended to have been enrolled at a later age. The age of enrollment was negatively related to maternal educational level and weight for age. Poorly educated mothers tended to enroll their children later, and lower weight-for-age children tended to be enrolled later. Students from boys' schools in Khartoum and schools in the Khartoum area had a higher absenteeism rate. Students whose fathers were laborers or self-employed had greater absences. Children whose mothers had lower educational levels had greater absenteeism. Children with lower weight-for-height had more absenteeism. Absenteeism was positively correlated with height-for-age and the number of types of illnesses that the child had during the school year. Students who lived in Khartoum North had higher scores. Findings indicate that educational outcomes were related to home background and health conditions.     

Migrant children in the German kindergarten: data,problems, and pedagogical models

The integration of migrant children into German society is a controversial pedagogical task for educational institutions. An important part of this task is assigned to the kindergarten, since the early learning of social values and norms increases the chance of integration. The increasing number of migrant children in kindergartens has confronted teachers with new problems and changed tasks. In the 1980s, almost all kindergartens have migrant children enrolled in them; in some urban areas, there are kindergartens with 50% or more migrant children students. Some migrant children confront the use, or the continous use, of the German language for the 1st time in kindergarten. A secondary danger is abandoning a child with incomplete knowledge and inadequate German. These children will encounter new language problems in school. Although very little information is available on migrant parents' opinions of kindergartens, the limited data available indicate that parents generally respond favorably, although they fear alienation from their children. The migrant parents expect the kindergartens to teach their children German. The German kindergarten will not and cannot prepare children for life in their home country, even if it is kindly disposed towards a multitude of cultures. The kindergarten is only able to prepare children for life in Germany. Migrant children have special problems with bilingualism and cultural distance. Migrant children do not "cause" problems. Rather they offer an occasion to reflect on the work of the kindergarten and to include new and different experiences.     

Growing Up in A Single Mother Family and Student’s Tardiness: A Cross-National Study Exploring the Moderating Role of Family Resources

Research shows that growing up in a single-parent family has a negative effect on children’s educational level, whereas the relationship between family structure and test scores is less consistent or even nonexistent in some countries. Some authors suggested that something besides cognitive ability is responsible for the poorer school outcomes of children from nonintact families. In this study, we focus on a noncognitive outcome, in this case student tardiness, which is one of the components of problematic absenteeism. Using PISA 2003 data from Australia, Austria, Belgium, Canada, Denmark, Finland, France, Germany, Greece, Italy, New Zealand, Norway, Portugal, Spain, Sweden, the United Kingdom, and the United States, we find that children who grow up in a single-mother family have greater chances of arriving late for school in 16 of the 17 countries analyzed. Some studies have analyzed the extent to which the effect of growing up in a single-mother family is compensated by a high level of family resources. However, these yield mixed findings, which can be attributed to the differences between the countries studied. With the exception of Bernardi and Radl (2014), to our knowledge no study analyzes the heterogeneity of family structure effects using a cross-national approach. We find that in most of the 17 countries analyzed, a high level of family resources, such as home possessions, cultural resources, mother’s occupational and educational level, and mother’s type of work, do not compensate for the harmful effects of growing up in a single-mother family on children’s school tardiness.     

Cultural sensitivity in the delivery of disability services to children: A case study of Japanese education and socialization

This ethnographic study examined beliefs about disability and related socialization and educational practices at a Japanese elementary school. Disability is a universal issue affecting child welfare and educational systems around the world. Yet, relatively little sociocultural research has focused on non-Western children with disabilities. This limitation restricts our understanding of the extent to which and how cultures vary in their responses to disability, and the impact of these variations on children's development. Public schools in Japan recently implemented formal special education services for children with “developmental disabilities,” a new category used by educators to refer to “milder” difficulties in children's acquisition of social and academic skills, for example, learning disabilities, ADHD and Asperger's syndrome. This transition created a dilemma for educators: blending new requirements of providing individualized support with traditional Japanese socialization and educational practices of raising and educating children within peer groups. Participant observation, in-depth interviews, and longitudinal case studies of children with developmental disabilities addressed culturally- and developmentally-sensitive practices employed by educators. Educators were sensitive to stigma, involved peers in supporting one another, created home-like classrooms, guided children towards voluntary cooperation, and provided support and guidance to parents. Broad implications for the design of culturally-sensitive disability services are discussed.