learning a new land: immigrant students in american society m arcelo s uÁrez -o rozco, ph.d. the...
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Learning A New Land: Learning A New Land: Immigrant Students in American SocietyImmigrant Students in American Society
MARCELO SUÁREZ-OROZCO, Ph.D.The Courtney Sale Ross University Professor at NYUCo-Director Immigration Studies @ NYUNYU Steinhardt School of Culture, Education, & Human Development www.nyu.education/immigration/
Grantmakers for Children, Youth and Families, June 23, 2008
Immigration Studies @ NYU
The LThe Longitudinalongitudinal I Immigrantmmigrant S Studenttudent A Adaptationdaptation Study Study
Longitudinal, interdisciplinary, & comparative Documenting continuities and discontinuities in
immigrant youth’s educational attitudes and adaptations over time
Youth originated in Central America, China, the Dominican Republic, Haiti, & Mexico
Ages 9 & 14 at beginning of study Recruited from 51 schools in 7 school districts in the
Boston & San Francisco areas [Ethnographic observations occur in 20 schools]
Thirty graduate level bicultural and multilingual research assistants
Funded to date by the National Science Foundation, the W.T. Grant Foundation and The Spencer Foundation
Immigration Studies @ NYU
Triangulated Data Collection StrategiesTriangulated Data Collection Strategies
Ethnographic Observations Structured Interviews with Students, Parents & School
Personnel Psychosocial Measures
Sentence Completions Narratives Open Ended Questions Forced Choice Items
Networks of Social Relations Bilingual Verbal Abilities Testing Woodcock-Johnson Test of Achievement Report Cards Teacher Completed Behavioral Checklists
Immigration Studies @ NYU
Data Analytic StrategiesData Analytic StrategiesData Analytic StrategiesData Analytic Strategies Simple Chi-Squares & ANOVAs
Multiple & Logistical Regressions
Nagin Cluster Analyses
Hierarchical Linear Modeling
Multiple-Case Study Analysis
Narrative Analysis
Immigration Studies @ NYU
Goals of Learning a New LandGoals of Learning a New Land ORGANIZATION
Understanding Academic Achievement over time Role of Network of Relationships Role of School Contexts in Academic Outcomes Challenge of Acquiring Academic English skills for newcomer youth
under less than optimal conditions they often encounter Half of book--16 case studies developed to shed light on pathways
of performance over time PROVIDE
Use of mixed methods Chain of Evidence (endnotes & online appendix so not too
daunting) Experience Near/Youth Centered view of the world often lost in
immigrant debates AVOID
Invidious comparisons between countries of origin
Immigration Studies @ NYU
15%
6%
30%
49%
Family Comes All Together
Separated from Mother only
Separated from Father only
Separated from Both
From Whom Was Child Separated During Immigration?From Whom Was Child Separated During Immigration?
Immigration Studies @ NYU
Control Variables~Gender~Country of Origin ~Years in U.S.
School Factors~School Segregation ~Percent of students in school passing high stakes English test
Student Factors~Attitudes towards School~Academic self-efficacy~Wellbeing~Cognitive engagement~Relational engagement~Behavioral engagement~English proficiency
GRADES
PREDICTING ACADEMIC ACHIEVEMENT OUTCOMES
Home Factors~2 Adults in home~Mother’s Education~Working Father
32% of variance
Immigration Studies @ NYU
Control Variables~Gender~Country of Origin ~Years in U.S.
School Factors~School Segregation ~Percent of students in school passing high stakes English test
Student Factors~Attitudes towards School~Academic self-efficacy~Wellbeing~Cognitive engagement~Relational engagement~Behavioral engagement~English proficiency
Achievement Test
PREDICTING ACADEMIC ACHIEVEMENT OUTCOMES
Home Factors~2 Adults in home~Mother’s Education~Working Father
Immigration Studies @ NYU
Control Variables~Gender~Country of Origin ~Years in U.S.
School Factors~School Segregation ~Percent of students in school passing high stakes English test
Student Factors~Attitudes towards School~Academic self-efficacy~Wellbeing~Cognitive engagement~Relational engagement~Behavioral engagement~English proficiency
Achievement Test
PREDICTING ACADEMIC ACHIEVEMENT OUTCOMES
Home Factors~2 Adults in home~Mother’s Education~Working Father
75% of variance
Immigration Studies @ NYU
Control Variables~Gender~Country of Origin ~Years in U.S.
School Factors~School Segregation ~Percent of students in school passing high stakes English test
Student Factors~Attitudes towards School~Academic self-efficacy~Wellbeing~Cognitive engagement~Relational engagement~Behavioral engagement~English proficiency~English proficiency
Achievement Test
PREDICTING ACADEMIC ACHIEVEMENT OUTCOMES--GRADES
Home Factors~2 Adults in home~Mother’s Education~Working Father
11% of variance
Immigration Studies @ NYU
Challenge of Learning EnglishChallenge of Learning English Highly motivated to learn
99% said it was very important to learn English 93% liked learning But 1/3 though it was “very hard”
English is _________~ very important for the future~ important to succeed~ important to get ahead
Open Ended tasks Main impediment for getting ahead in the US?--56% said
English Main impediment for going to college--45% said English
TAT Card 1-- Many told narratives of struggles of learning
Immigration Studies @ NYU
0%
10%
20%
30%
40%
50%
70 or below 71-85 86-100 101-115 116 -130 131 or above
Standard Scores
Per
cen
t o
f S
tud
ents
samplenorm
English Language ProficiencyEnglish Language Proficiency
Immigration Studies @ NYU
Academic English-Academic English-Country Comparisons Year 5Country Comparisons Year 5
English Language Proficiency
0
10
20
30
40
50
60
70
80
90
China DominicanRepublic
Central America Haiti Mexico
Avera
ge S
tan
dard
Score
Immigration Studies @ NYU
Academic Performance Pathways[based on Nagin Cluster Analysis of sample size of 284]
1.00
2.00
3.00
4.00
Low [14.4%] 2.08 1.99 1.58 1.41 1.45
Improving [10.9%] 2.32 2.27 2.34 2.64 3.06
Precipitous Decline [26.8 %]
2.91 2.89 2.55 2.01 1.68
SlowDecline [24.3%]
2.96 3.02 3.02 2.73 2.47
High [23.6 %] 3.47 3.63 3.61 3.50 3.46
Year 1 Mean
Year 2 Mean
Year 3 Mean
Year 4 Mean
Year 5 Mean
Immigration Studies @ NYU
Recommendations for Best PracticeRecommendations for Best PracticeRecommendations for Best PracticeRecommendations for Best Practice Interdisciplinary Collaborations “Insider” (emic) & “Outsider” (etic) Perspectives Culturally Sensitive Tools Triangulated Data Sending Context & Host Context Perspectives Comparison Samples Longitudinal Perspectives Immigrant Generations Developmental Perspectives Gendered Perspectives Racial Awareness Strategic Sampling Theory Building Focus on Resilience
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