Immigrant Differences in School-Age Children's Verbal Trajectories: A Look at Four Racial/Ethnic Groups

• Tama Leventhal ^[1] ; Yange Xue ^[2] ; Jeanne Brooks-Gunn ^[3]
  1. [1] Johns Hopkins University

     Johns Hopkins University

     Estados Unidos

     
  2. [2] University of Michigan–Ann Arbor

     University of Michigan–Ann Arbor

     City of Ann Arbor, Estados Unidos

     
  3. [3] Columbia University

     Columbia University

     Estados Unidos

     

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• Localización: Child development, ISSN 0009-3920, Vol. 77, Nº. 5, 2006, págs. 1359-1374
• Idioma: inglés
• DOI: 10.1111/j.1467-8624.2006.00940.x
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 1 Cita
• Resumen

  • This study explored inter- and intraindividual immigrant group differences in children's English verbal ability over ages 6–16 in 4 racial/ethnic groups—White Americans, Black Americans, Mexican Americans, and Puerto Ricans (N=2,136). Although all children's mean verbal scores increased with age, immigrant children (except for Black Americans) had lower scores than respective nonimmigrant children. In contrast, immigrant children (except for Mexican Americans) had more persistent verbal growth into adolescence than respective nonimmigrant children. Family resources moderately accounted for immigrant differences in children's mean verbal scores only. The findings support different theoretical models for understanding inter- and intraindividual immigrant differences in achievement. Mexican-American immigrants and Black American nonimmigrants were struggling and merit policy attention.