COVID-19: Updates on library services and operations.

Immigrant stories : ethnicity and academics in middle childhood /
Cynthia García Coll, Amy Kerivan Marks.
New York : Oxford University Press, 2009.
x, 288 p.
More Details
added author
New York : Oxford University Press, 2009.
contents note
Immigrant stories: identity and educational pathways during middle childhood -- Why study children of immigrants? -- The developmental tasks of middle childhood -- The children of immigrants development in contect (CIDC) study -- The Cambodian community: small, isolated, resilient -- The Dominican community: recent, growing, vibrant -- The Portugese community: steady, long, established and partially integrated -- Modeling children of immigrant's academic achievement -- Final reflections.
catalogue key
Includes bibliographical references and index.
A Look Inside
Full Text Reviews
Appeared in Choice on 2009-08-01:
This fascinating book summarizes a three-year, interdisciplinary longitudinal study of cognitive and psychological processes in middle childhood as experienced by the children of immigrants to the US. Garcia Coll (education and psychology, Brown Univ.) and Marks (psychology, Suffolk Univ.) examine the development of academic achievement in school-age children of Cambodian, Dominican, and Portuguese families that immigrated to an inner-city Rhode Island setting. The authors carefully integrate theory and methods from sociology, anthropology, and psychology, addressing questions with a mix of qualitative and quantitative data. Focusing on these samples gives Garcia Coll and Marks the unique opportunity to reveal subtle differences in the ways development occurs among diverse immigrant groups. The samples also allow them to conduct triangulated, comparative analyses of neighborhoods, school environments, and family settings and thus provide a rich examination of the various factors that shape children's academic and psychological functioning during this important phase of life. The authors develop a series of structural models to demonstrate how the context of immigration (defined in terms of community, school, and family context) influences cultural distinctiveness in establishing cultural identities, academic attitudes, and other attitudes, and how these factors then influence academic achievement. Summing Up: Highly recommended. All readers. R. B. Stewart Jr. Oakland University
This item was reviewed in:
Choice, August 2009
To find out how to look for other reviews, please see our guides to finding book reviews in the Sciences or Social Sciences and Humanities.
Main Description
Immigrant Stories portrays the contexts and academic trajectories of development of three unique immigrant groups: Cambodian, Dominican and Portuguese. The children of immigrant families - or second generation youth - are the fastest growing population of school children in the US. However, very little is known about these children's academic and psychological development during middle childhood. We examine the previously under-explored intricacies of children's emerging cultural attitudes and identities, academic engagement, and academic achievement. These processes are studied alongside a myriad of factors in the family and school environment that combine to shape children's academic psychological functioning during this important period. Through a three-year longitudinal study, including interviews with teachers, parents and children, this book presents a fascinating look at the community, school, and family contexts of child development among second-generation children. Both pre-immigration and post-immigration characteristics are explored as critical factors for understanding children of immigrants' development. In the current climate of US immigration policy debate, we offer research findings that may inform educators and administrators about the sources of community strengths and challenges facing our newest immigrant generations.
Table of Contents
Immigrant Stories: Ethnicity and Educational Pathways during Middle Childhoodp. 3
Why Study Children of Immigrants?p. 17
The Developmental Tasks of Middle Childhoodp. 33
The Children of Immigrants: Development in Context (CIDC) Studyp. 53
The Cambodian Community: Small, Isolated, and Resilientp. 76
The Dominican Community: Recent, Growing, and Vibrantp. 108
The Portuguese Community: Steady, Long Established, and Partially Integratedp. 132
Modeling Children of Immigrants' Academic Achievementp. 153
Final Reflectionsp. 172
Tablesp. 191
Appendix Ap. 206
Appendix Bp. 234
Notesp. 236
Referencesp. 251
Indexp. 283
Table of Contents provided by Ingram. All Rights Reserved.

This information is provided by a service that aggregates data from review sources and other sources that are often consulted by libraries, and readers. The University does not edit this information and merely includes it as a convenience for users. It does not warrant that reviews are accurate. As with any review users should approach reviews critically and where deemed necessary should consult multiple review sources. Any concerns or questions about particular reviews should be directed to the reviewer and/or publisher.

  link to old catalogue

Report a problem