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Immigrant Educational Achievement : = The Roles of Bilingualism Expectations and Generation.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Immigrant Educational Achievement :/
Reminder of title:	The Roles of Bilingualism Expectations and Generation.
Author:	Al-Taher, Eman Basil.
Description:	1 online resource (72 pages)
Notes:	Source: Masters Abstracts International, Volume: 56-06.
Contained By:	Masters Abstracts International56-06(E).
Subject:	Sociology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355163698

Immigrant Educational Achievement : = The Roles of Bilingualism Expectations and Generation.
Al-Taher, Eman Basil.

Immigrant Educational Achievement :The Roles of Bilingualism Expectations and Generation. - 1 online resource (72 pages)

Source: Masters Abstracts International, Volume: 56-06.

Thesis (M.A.)

Includes bibliographical references

In this study, I focus on three varying perspectives to understand the assimilation process of immigrants and how it affects their academic achievement. I draw from Classical Assimilation Theory, Segmented Assimilation Theory and the Immigrant Paradox. I utilize the High School Longitudinal Study of 2009 to assess whether academic performance increases or decreases across successive immigrant generations. I also assess how factors such as bilingualism, family socioeconomic status, parental and student expectations might affect the relationship between generation status and achievement. Results from OLS regression models with a Huber White correction find support for the Immigrant Paradox, which asserts that earlier immigrant generations outperform later immigrant generations. I also found that the level of bilingualism moderates the achievement gap between immigrant and third generation students. Specifically, the immigrant advantage is especially large when students have a medium level of bilingualism. Additionally, results show that family SES moderates generation status by reducing the achievement gap between immigrant and third generation students from higher SES backgrounds. Data show that parental and student expectations are strong predictors of student achievement. When interacted with generation status, I find that the immigrant advantage is reduced for children of parents who have high educational expectations.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355163698Subjects--Topical Terms:

551705
Sociology.
Index Terms--Genre/Form:

554714
Electronic books.

Immigrant Educational Achievement : = The Roles of Bilingualism Expectations and Generation.
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100 1 $a Al-Taher, Eman Basil. $3 1183267
245 1 0 $a Immigrant Educational Achievement : $b The Roles of Bilingualism Expectations and Generation.
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300 $a 1 online resource (72 pages)
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500 $a Source: Masters Abstracts International, Volume: 56-06.
500 $a Adviser: Elizabeth Stearns.
502 $a Thesis (M.A.) $c The University of North Carolina at Charlotte $d 2017.
504 $a Includes bibliographical references
520 $a In this study, I focus on three varying perspectives to understand the assimilation process of immigrants and how it affects their academic achievement. I draw from Classical Assimilation Theory, Segmented Assimilation Theory and the Immigrant Paradox. I utilize the High School Longitudinal Study of 2009 to assess whether academic performance increases or decreases across successive immigrant generations. I also assess how factors such as bilingualism, family socioeconomic status, parental and student expectations might affect the relationship between generation status and achievement. Results from OLS regression models with a Huber White correction find support for the Immigrant Paradox, which asserts that earlier immigrant generations outperform later immigrant generations. I also found that the level of bilingualism moderates the achievement gap between immigrant and third generation students. Specifically, the immigrant advantage is especially large when students have a medium level of bilingualism. Additionally, results show that family SES moderates generation status by reducing the achievement gap between immigrant and third generation students from higher SES backgrounds. Data show that parental and student expectations are strong predictors of student achievement. When interacted with generation status, I find that the immigrant advantage is reduced for children of parents who have high educational expectations.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Sociology. $3 551705
650 4 $a Bilingual education. $3 1148431
650 4 $a Multicultural Education. $3 1179578
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0282
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of North Carolina at Charlotte. $b Sociology. $3 1183268
773 0 $t Masters Abstracts International $g 56-06(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10618282 $z click for full text (PQDT)