Preschool and School Readiness of Children of Immigrants*

Objective. In this article, we use data from the Early Childhood Longitudinal Survey—Kindergarten Cohort to analyze the links between preschool attendance and the school readiness of children of immigrants. Methods. Using data from the Early Childhood Longitudinal Survey—Kindergarten Cohort, we estimate multivariate regression models for the effects of preschool on school readiness for children of immigrants and children of natives. Results. We find that children whose mothers were born outside the United States are less likely to be enrolled in school or center‐based preschool programs than other children. We find that preschool attendance raises reading and math scores as much for children of immigrants as it does for other children. Attending preschool also raises the English‐language proficiency of children of immigrants. Although not the main focus of our study, we examined the effects of Head Start, and found that this program improves children's English proficiency, with especially large effects for children of immigrants whose mothers have less than a high school education; in this latter group, Head Start also improved math scores. Conclusions. Given that preschool benefits children of immigrants as much as it does children of natives and given that children of immigrants are less likely to be enrolled, our findings strongly suggest that enrolling more children of immigrants in preschool would help reduce inequality in skills at school entry.     

Behavioral and Cognitive Readiness for School: Cross-domain Associations for Children Attending Head Start

Utilizing a diverse sample of 356 four-year-old children attending Head Start, this study examined the degree to which behavioral aspects of school readiness, including classroom participation, prosocial behavior, and aggression control were related to direct assessments of child cognitive readiness (academic knowledge, executive function skills) at the start of the prekindergarten year. Classroom participation and prosocial behavior each accounted for unique variance in cognitive readiness. Aggressive behavior, in contrast, was not correlated with academic knowledge, and was associated with low levels of executive function skills. In multiple regressions, aggressive behavior paradoxically enhanced the prediction of child cognitive readiness. Profile analyses strengthened the conclusion that the promotion of competencies associated with classroom participation and prosocial behavior may be particularly critical to cognitive readiness in prekindergarten. Implications are discussed for developmental models of school readiness and preschool classroom practice.     

Effects of US citizenship on wages of Asian immigrant women

The article presents a cross‐sectional study on the effects of US citizenship on wages of Asian immigrant women. The findings show that US citizenship positively moderated the relationship between sample characteristics and wages. Higher education (university and graduate school) significantly boosts the wage level of Asian immigrant women who have US citizenship. However, such positive influence does not exist for Asian immigrant women without US citizenship. This finding suggests that Asian immigrant women without US citizenship still face a glass ceiling. Key Practitioner Message: ● Educate immigrants about the importance of and potential benefits associated with citizenship.     

What you say,and how you say it: Preschoolers' growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self‐regulation

The idea that language skills support school readiness, predicting later self‐regulation and academic success, is widely accepted. Although vocabulary is often emphasized in the developmental literature, the ability to use language appropriately in the classroom, or social communication skills, may also be critical. This article examined longitudinal contributions of children's vocabulary and social communication skills, from preschool to kindergarten, to kindergarten academic achievement (reading and math) and self‐regulation (executive functions and learning behaviors). Participants were 164 children (14% Latinx, 30% Black, 56% White; 57% girls) enrolled in Head Start programs. Results revealed that initial levels and growth in vocabulary and communication skills predicted better academic achievement. Social communication skills uniquely predicted self‐regulation, after accounting for vocabulary. We discuss potential mechanisms for these links and recommend that strategies to build social communication skills be incorporated in preschool interventions promoting school readiness.     

School Readiness of Children of Immigrants: Does Parental Involvement Play a Role?*

Objectives. Using data from the Early Childhood Longitudinal Survey—Kindergarten Cohort, this article analyzes the link between parental involvement and the school readiness of children of immigrants. Methods. Multivariate regression models estimate the association between parental involvement and the school readiness in English proficiency and math scores of children of immigrants. They also estimate the impact of this association on the gap in math scores between children of immigrants and children of natives. Results. Results demonstrate that parental involvement is associated with an increase in the level of English proficiency for children of immigrants. Parental involvement also is associated with a decrease in the gap in math scores between immigrant children from English‐ and non‐English‐speaking backgrounds. Parental involvement decreases the gap in math scores between children of immigrants and children of the native born by a third of a standard deviation. Conclusion. Given that parental involvement appears to benefit children of immigrants and given that they have lower academic achievement than children of the native born, these findings suggest that parental involvement policies and practices targeting children of immigrants could help decrease the academic achievement gap between children of immigrants and children of the native born.     

Intergenerational Conflict,Attitudinal Familism,and Depressive Symptoms Among Asian and Hispanic Adolescents in Immigrant Families: A Latent Variable Interaction Analysis

ABSTRACT

Research has shown an association between intergenerational conflict (IC) due to acculturation and negative mental health outcomes, including depressive symptoms, among Asian and Hispanic adolescents from immigrant families. Using the data from the first survey of the Children of Immigrants Longitudinal Study, which included a culturally diverse sample of second-generation immigrant children, this study examines whether attitudinal familism (AF) moderates the effect of IC on depressive symptoms among Asian and Hispanic adolescents. Latent variable interaction models involving multiple-group comparisons were established. Results show that there is a significant buffering effect (b = –.05, p < .001). Specifically, a high level of AF is generally associated with fewer depressive symptoms compared with a low level of AF. These findings may inform the development of social service programs that aim to reduce IC by exposing immigrant adolescents to more traditional cultural values. Future research implications are discussed.     

Associations among Maternal Behavior,Delay of Gratification,and School Readiness across the Early Childhood Years

This study examined the developmental pathways from maternal behavior to school readiness within a sample of 1007 children, with a specific focus on the mediating role of delay of gratification (DoG). Maternal behavior across the first 36 months of age was explored as a predictor of children's DoG at 54 months as well as their behavioral and academic competence in kindergarten. Results support sensitivity as a predictor of children's DoG and indicate significant associations between DoG and teacher‐reported externalizing behavior, social skills, and academic skills. Moreover, DoG partially mediated the associations between maternal sensitivity and school readiness skills, with the highest percentage of mediation reported for social skills. Findings indicate maternal sensitivity and DoG as potential targets for efforts aimed at enhancing school readiness among young children.     

Ethnic Groups in Urban Education

The concept of urban education is seen as education conducted under certain conditions and in a particular environment—for example, in inner city areas where immigrant groups have settled. Greek children in State schools in the inner city of Sydney serve as an example. It is suggested that for the local Australian pupils, and for those for whom English is a second language, school entry marks the beginning of their alienation process. Home and school value systems are at variance. The needs of the local Australian group and those of the immigrants are totally separate and disparate. Implications for an effective balance of home and school demands are discussed.     

Labor force participation among Asian immigrant women: Findings from the 2007 American Community Survey

Using a nationally representative sample of Asian immigrant women in the USA (N = 33,032), we examined ethnic variations in labor force participation and different predictors of labor force participation among six Asian ethnic subgroups, including Chinese, Filipino, Asian Indian, Vietnamese, Korean, and Japanese. Our findings indicated that having a higher level of education, fewer children under age 5, US citizenship, a longer length of residence in the USA, and a better English proficiency were significantly related to higher rates of labor force participation among certain ethnic subgroups. The different predictors of labor force participation by ethnic subgroups were further analyzed in cultural contexts.     

Temperament and Social Problem Solving Competence in Preschool: Influences on Academic Skills in Early Elementary School

The goals of the current study were to examine whether children's social problem solving (SPS) skills are a mechanism through which temperament influences later academic achievement and whether sex moderates these associations. The participants included 1117 children enrolled in the National Institute of Child Health and Human Development Study of Early Child Care. During preschool, mothers and childcare providers rated children's temperamental shyness and inhibitory control, and SPS was assessed using a hypothetical–reflective measure during a laboratory visit. During kindergarten and first grade, teacher‐report of math and language skills was collected. The results indicated that high ratings of inhibitory control in preschool, but not shyness, predicted better kindergarten and first‐grade academic skills. Furthermore, children's SPS competence mediated the relations between both shyness and inhibitory control on later academic skills. The child's sex did not moderate these associations. The results suggest that preventative efforts targeting early SPS skills may buffer against later academic adjustment problems among temperamentally extreme children.     

The impact of poverty and immigrant background on children's school satisfaction: evidence from Norway

Children's school enjoyment and satisfaction with their teachers is crucial to their quality of life. Still, we have little knowledge about what shapes positive outcomes in this respect, and to what extent groups of children and youth differ from each other. This article compares immigrant children with Norwegian children from low-income families and with a reference group of children from normal-income families. The children were interviewed at age 10–12 years, and again at age 13–15 years; thus, we can follow changes over time. Immigrant children from income-poor families express significantly higher school and teacher satisfaction than any other category of 10–12-year-olds. However, for the 13–15-year-olds, there are no systematic differences between group averages, but there are more signs of polarisation among low-income immigrant children. Explanations for these patterns are sought in the literature on social capital in immigrant families.     

Teacher–Child Relationships from Kindergarten to Sixth Grade: Early Childhood Predictors of Teacher-perceived Conflict and Closeness

This article examined general trends in teacher-reported conflict and closeness among 878 children from kindergarten through sixth grade, and examined early childhood characteristics that predict differences in initial levels and growth of conflict and closeness over time. Results indicated modest stability of teacher-perceived conflict and closeness through sixth grade, with relatively greater stability in perceptions of conflict. Levels of conflict at kindergarten were higher for children who were male, Black, had greater mean hours of childcare, had lower academic achievement scores, and had greater externalizing behavior. Children identified as Black and those with less sensitive mothers were at greater risk for increased conflict with teachers over time. Levels of teacher-reported closeness were lower when children were male, had lower quality home environments, and had lower academic achievement scores. The gap in closeness ratings between males and females increased in the middle elementary school years. Additional analyses were conduced to explore differences in teacher ratings of conflict between Black and White students.     

Poverty Among Korean Immigrant Older Adults: Examining the Effects of Social Exclusion

ABSTRACT

Previous studies have shown that elderly Asian immigrants face greater risks for living in poverty compared with their native contemporaries. Particularly, Korean immigrant older adults are reported to be most likely to experience poverty among many Asian immigrant groups. The purpose of this study is to examine the extent to which demographic, human capital, and social exclusion factors contribute to such economic vulnerability among Korean immigrant older adults. Adding to previous research, this study broadly conceptualizes social exclusion and tests for its additive effects on poverty using nationally representative public data of Korean immigrant older adults. From the 2008–2010 Public Use Microdata Sample of the American Community Survey, this study extracts a sample that consists of individuals aged 65 years and older whose national origin is Korean, who were not born in the United States, and thereafter immigrated to the United States (N = 3,820). The findings indicate that 3 dimensions of social exclusion—exclusion from social and civic life, exclusion from asset building, and exclusion from the labor market—contribute significantly to Korean immigrant older adults’ odds of living in poverty. The study concludes with practice implications for socially inclusive workforce development as a way to ameliorate economic afflictions among Korean immigrant older adults.     

Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School

This study investigates the influence of aspects of home and preschool environments upon literacy and numeracy achievement at school entry and at the end of the 3rd year of school. Individuals with unexpected performance pathways (by forming demographically adjusted groups: overachieving, average, and underachieving) were identified in order to explore the effects of the home learning environment and preschool variables on child development. Multilevel models applied to hierarchical data allow the groups that differ with regard to expected performance to be created at the child and preschool center levels. These multilevel analyses indicate powerful effects for the home learning environment and important effects of specific preschool centers at school entry. Although reduced, such effects remain several years later .     

Bidirectionality in kindergarten children's school readiness and emotional regulation

This study examined the longitudinal associations of emotional regulation and school readiness among Chinese kindergarten children. Data were collected from 523 children (mean age at time 1 = 52.42 months; 52.9% male) at two time points separated by approximately 1 year in Hong Kong, China. At times 1 and 2, children's school readiness was assessed by their teachers and parents while their emotional regulation was directly tested. Teachers also rated children's emotional regulation at both time points. The results from the two reciprocal path models showed that, controlling for the corresponding autoregressive effects, school readiness at time 1 was predictive of emotional regulation at time 2. However, emotional regulation at time 1 did not emerge as a significant predictor of school readiness at time 2. Theoretically, these results underscored children's school readiness as a potential contributor to their emotional regulation. Practically, these findings suggested the utility of supporting children's school readiness to foster their emotional regulation.     

Social processes among mothers in centres for children and parents in three countries

Professionally run centres have been created in a number of countries over the past few decades to provide a place for parents and their young children to meet. They provide children with play opportunities and social contacts with peers, but they are also intended to tackle the potential negative consequences of mother–child isolation in modern societies by providing mothers with some social support. Many mothers find their participation in the centres to be supportive. This study uses ethnographic observations of mothers′ social experience in centres in France, Italy and Japan with the aim of better understanding the potential beneficial effects of attending the centres. Beyond organizational and cultural differences in the centres across countries, this joint analysis of observations highlighted important similarities in the social processes occurring among mothers in the centres and supported the hypothesis that positive social experiences are the basic potential source of psychological benefits that the centres provide to mothers.     

Do Immigrant Minority Parents Have More Consistent College Aspirations for Their Children?*

Objective. Educational aspirations are an important predictor of eventual attainment. We examine if immigrant parents have higher aspirations for their children compared to native‐born parents and whether they are more likely to maintain high aspirations over time. Methods. Using data from the Early Childhood Longitudinal Study‐Kindergarten Cohort (ECLS‐K), we document differences in the formation and maintenance of white, black, Hispanic, and Asian parents' college aspirations for their children between kindergarten, third, and fifth grades. We also examine the role of acculturation in the stability of immigrant parents' aspirations. Results. We find that immigrant parents are more optimistic about their children's educational trajectories than are native‐born parents and that over time they are more likely to maintain consistently high aspirations for their children. Conclusion. Immigrant parents do not see their children's future as downwardly mobile, and instead remain optimistic, consistently reinforcing messages about college plans throughout childhood.     

Assimilation and participation in social assistance among immigrants

This article analyses assimilation and social assistance participation among immigrants in Sweden. Probit regressions are used in order to estimate the participation rates in social assistance among different groups of immigrants and native-born Swedes. The analysis is based upon panel data since the same individuals have been tracked in different years. The results show that among immigrants from the Nordic countries and from Western societies the participation rates are about the same as among comparable native-born Swedes. Immigrants from South European and non-European countries are over-represented in welfare usage. This over-representation remains even after controlling for differences in observable characteristics such as age, gender, family situation and educational attainment. Non-European immigrants assimilate out of welfare dependency at a faster rate than European immigrants, but despite this, non-European immigrants are over-represented in social assistance utilisation even after 20–25 years of residence in Sweden.     

Mother–Child Reminiscing About Peer Experiences and Children's Peer‐related Self‐views and Social Competence

This study examined mother–child reminiscing about children's experiences with peers and its relation to children's peer‐related self‐views and social competence. Sixty‐three mothers and their preschool‐aged children discussed at home two specific past events involving the child and his or her peers, one event being positive and one negative. The children's self‐views in peer relationships were assessed at school during individual interviews, and their social competence was rated by mothers. Both maternal and child participation in the reminiscing, in terms of reminiscing style and content, were uniquely associated with children's peer‐related self‐views and social competence. The results suggest the important role of family narrative practices in children's social development.     

The Roles of Parenting Styles and Social Capital in the School Performance of Immigrant Asian and Hispanic Adolescents*

Objective. This study investigates the role of parenting styles and social capital (parental involvement, intergenerational closure, expectation, and trust) in accounting for school performance among ethnic groups and across immigrant generations. Methods. Using data from the Adolescent Health Survey, we estimate fixed‐effects models to analyze students' grade‐point averages. We compare three generations of Asian students and three generations of Hispanic students to the third‐generation (native born with native parents) white students. Results. We find significant differences by both race/ethnicity and generational status in parenting styles and forms of social capital. However, while family socioeconomic status (SES) accounts for the achievement gap between foreign‐born Hispanic and the third‐generation white students, parenting styles and forms of social capital do not moderate any ethnic‐generational differences. Conclusions. Family influences, apart from SES, cannot explain ethnicity‐generation differences in school grades among Hispanic and Asian adolescents. This study provides conceptual clarification and empirical evidence for the significant but independent association between students' school grades and parenting styles on the one hand, and social capital on the other.