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""In this edited volume, we seek to provide a better understanding of child and adolescent development in the contexts of parent immigration to the United States during the end of the 20th century and the beginning of the 21st. The families studied in this book represent those who have experienced immigration processes in a particular time and place, or perhaps better said-- times and places. They represent part of a major demographic shift in the United States (See Chapter 1, this volume). They differ from previous waves of U.S. migrants by place of origin, language, race, and ethnicity. The earlier waves were mostly from Europe; the more recent have been from Latin America and Asia. This book is the first to devote itself to the documentation and explanation of the immigrant paradox in childhood, adolescence, and young adulthood. The book is intended for advanced undergraduates, graduate students, and colleagues in the area of immigration or ethnic studies, sociology, psychology, and education. Both authors and editors hope that our readers will increase their knowledge of immigration in general as well as of the specific and sometimes extraordinary demands this process entails and the assets and liabilities that these families have to cope with these demands. In addition, readers will learn where the immigrant paradox exists in education and behavior as well as some health outcomes among youth in immigrant families. Also elucidated here is how both settings and personal attributes contribute to the paradox and the differential outcomes observed not only by generation but by ethnic group and age. Most important, the implications for policy and practice, we hope, will come not only from our own writing but from our readers' informed interpretation and understanding of the phenomena"--Introduction. (PsycINFO Database Record (c) 2012 APA, all rights reserved)."
"Many academic and public policies promote rapid immigrant assimilation. Yet, researchers have recently identified an emerging pattern, known as the "immigrant paradox," in which assimilated children of immigrants experience diminishing developmental outcomes and educational achievements. This volume examines these controversial findings by asking how and why highly acculturated youth may fare worse academically and developmentally than their less assimilated peers, and under what circumstances this pattern is disrupted. This timely compilation of original research is aimed at understanding how acculturation affects immigrant child and adolescent development. Chapters explore the question "Is Becoming American a Developmental Risk?" Through a variety of lenses--psychological, sociological, educational, and economic. Contributors compare differential health, behavioral, and educational outcomes for foreign- and native-born children of immigrants across generations. While economic and social disparities continue to present challenges impeding child and adolescent development, particularly for U.S.-born children of immigrants, findings in this book point to numerous benefits of biculturalism and bilingualism to preserve immigrants' strengths. This book begins with an introduction by Cynthia Garcia Coll and Amy Kerivan Marks. Part I, Is There an "Immigrant Paradox"?, Contains: (1) Children in Immigrant Families: Demography, Policy, and Evidence for the Immigrant Paradox (Donald J. Hernandez, Nancy A. Denton, Suzanne Macartney, and Victoria L. Blanchard); (2) Historical Origins of the Immigrant Paradox for Mexican American Students: The Cultural Integration Hypothesis (Raymond Buriel); and (3) Studying the Immigrant Paradox in the Mexican-Origin Population (Robert Crosnoe). Part ii, Behavior and Health Outcomes Across Generations, contains: (4) Behavioral Outcomes in Early Childhood: Immigrant Paradox or Disadvantage? (Kristen Turney and Grace Kao); (5) Exploring the Immigrant Paradox in Adolescent Sexuality: An Ecological Perspective (Marcela Raffaelli, Hyeyoung Kang, and Tristan Guarini); and (6) Immigrant Generational Status and Delinquency in Adolescence: Segmented Assimilation and Racial-Ethnic Differences (Hoan N. Bui). Part iii, Family and Community Factors Affecting Academic Outcomes, contains: (7) Bilingualism and Academic Achievement: Does Generation Status Make a Difference? (Wen-Jui Han); (8) An Immigrant Advantage in the Early School Trajectories of Latino Preschoolers From Low-Income Immigrant Families (Natalia Palacios); (9) Student Engagement, School Climate, and Academic Achievement of Immigrants' Children (Suet-ling Pong and Kristina L. Zeiser); (10) Immigrant Gateway Communities: Does Immigrant Student Achievement Vary by Location? (Dylan Conger and Meghan Salas Atwell); (11) In Spite of the Odds: Undocumented Immigrant Youth, School Networks, and College Success (Roberto G. Gonzales); (12) Immigrant Youth in Postsecondary Education (Lingxin Hao and Yingyi Ma). Part iv, Concluding Remarks, contains: (13) The Intersection of Aspirations and Resources in the Development of Children From Immigrant Families (Andrew J. Fuligni). An index is included."@en
""In this edited volume, we seek to provide a better understanding of child and adolescent development in the contexts of parent immigration to the United States during the end of the 20th century and the beginning of the 21st. The families studied in this book represent those who have experienced immigration processes in a particular time and place, or perhaps better said-- times and places. They represent part of a major demographic shift in the United States (See Chapter 1, this volume). They differ from previous waves of U.S. migrants by place of origin, language, race, and ethnicity. The earlier waves were mostly from Europe; the more recent have been from Latin America and Asia. This book is the first to devote itself to the documentation and explanation of the immigrant paradox in childhood, adolescence, and young adulthood. The book is intended for advanced undergraduates, graduate students, and colleagues in the area of immigration or ethnic studies, sociology, psychology, and education. Both authors and editors hope that our readers will increase their knowledge of immigration in general as well as of the specific and sometimes extraordinary demands this process entails and the assets and liabilities that these families have to cope with these demands. In addition, readers will learn where the immigrant paradox exists in education and behavior as well as some health outcomes among youth in immigrant families. Also elucidated here is how both settings and personal attributes contribute to the paradox and the differential outcomes observed not only by generation but by ethnic group and age. Most important, the implications for policy and practice, we hope, will come not only from our own writing but from our readers' informed interpretation and understanding of the phenomena"--Introduction. (PsycINFO Database Record (c) 2011 APA, all rights reserved)."

editor

http://schema.org/editor

http://worldcat.org/entity/person/id/2638809277

genre

http://schema.org/genre

"Collected Works - General"@en
"Cross-cultural studies"
"Ressources Internet"
"Electronic books"
"Aufsatzsammlung"
"Books"@en

name

http://schema.org/name

"The Immigrant Paradox in Children and Adolescents: Is Becoming Americana Developmental Risk?"@en
"The immigrant paradox in children and adolescents is becoming American a developmental risk?"
"The immigrant paradox in children and adolescents : is becoming American a developmental risk?"

workExample

http://schema.org/workExample