Research documents persistent gender inequality in the educational experiences of second-generation immigrant (SGI) students whose parents immigrated to the United States. This qualitative study draws from 27 in-depth interviews to explore the experiences of SGI women as they navigate the senior-year transition in conversation with their parents.…

The present study explores the antecedents of first- and second-generation (1G and 2G) immigrant students' academic performance using PISA 2018 data. The study draws on an international sample of 11,582 students from 534 schools in 20 countries and focuses on PISA schools that catered to a mix of 1G and 2G students. The study explores the role…

Of the 19 million students at U.S. colleges and universities in 2018, 28 percent were either first-generation immigrants or the children of immigrants. Together, these immigrant-origin students play an important role in postsecondary enrollment across the country, accounting for 58 percent of the growth of the student population between 2000 and…

Background: Immigrants and their children are the fastest-growing demographic group in the United States, and schools are often the first social institution young immigrants engage with on a sustained basis. As such, the academic achievement of immigrant students can be viewed as an indicator of their incorporation and a predictor of educational…

Previous Organisation for Economic Cooperation and Development (OECD) and European Union (EU) work has shown that even native-born children with immigrant parents face persistent disadvantage in the education system, the school-to-work transition, and the labour market. To which degree are these linked with their immigration background, i.e. with…

The focus of this study is to investigate school bonding among adolescents in immigrant families using a segmented assimilation theoretical framework. Data are drawn from the Educational Longitudinal Study of 2002, a nationally representative sample of 10th graders. We focus on a subsample consisting of 9,870 first- (N = 1,170, 12 %), second- (N =…

International achievement measures such as the Programme for International Student Assessment (PISA) have traditionally reported a significant gap between non-migrant and immigrant student groups--a result that is often referred to as the "immigrant performance disadvantage". This article examines first- and second-generation immigrant…

Academic self-efficacy reflects an adolescent's level of confidence or belief that she or he can successfully accomplish educational assignments and tasks, which are also argued to be a fundamental factor in educational progress and success. Little is known, however, about the academic self-efficacy that the children of immigrants have, which is…

As the United States becomes increasingly more diverse, there will be more demand for a workforce that can navigate languages and cultures. English Language Learners (ELLs) are uniquely positioned to meet this demand and are eager to do so, but colleges and universities will need to prepare them adequately for the tasks ahead and find innovative…

Unlike Generation 1.5 or adolescent ESL students, Generation 1 students do not attend U.S. K-12 English as a Second Language (ESL) and often lack linguistic capital necessary for college success, thereby stalling their pursuit of the American Dream. This qualitative research examines a previously understudied group's transition from ESL.…

Using data from the Education Longitudinal Study of 2002, a nationally representative sample of US high school students, I investigate how features of secondary schools influence the likelihood of Latino students completing high school. To do so, I introduce the concept of school incorporation, which includes school policies, school receptivity…

Extracurricular activity involvement is generally beneficial toward student progress and success. Little is known, however, about immigrant youth involvement in school-based extracurricular activities. The author examined the patterns of Latino and Asian American youth extracurricular involvement by focusing on the pertinent role of immigrant…

This study explores the postsecondary pathways of Latino language-minority young adults in the United States. Using data from the Texas Higher Education Opportunity Project (THEOP) and controlling on background characteristics as well as high-school academic achievement, this study explores the social and linguistic integration of immigrant and…