Immigrant Children: Introducing the issue

Future of Children

Volumn 21, Issue 1, 2011, Pages 3-18

  Tienda, Marta ^a   Haskins, Ron ^b  

^a PRINCETON UNIVERSITY   (United States)

^b BROOKINGS INSTITUTION   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79953113903     PISSN: 10548289     EISSN: 15501558     Source Type: Journal    
DOI: 10.1353/foc.2011.0010     Document Type: Article

References (37)

1. Jeffrey S. Passel and Paul Taylor, Undocumented Immigrants and Their U.S.-Born Children (Washington: Pew Hispanic Center, 2010).
2. Karina Fourtney, Donald J. Hernandez, and Ajay Chaudry, "Young Children of Immigrants: The Leading Edge of America's Future," Brief 3 (Washington: Urban Institute, August 2010).
3. Passel and Taylor, Undocumented Immigrants and Their U.S.-Born Children (see note 1).
4. In 2008, just under 7 percent of K-12 students had at least one parent who was undocumented;
5. see Jeffrey S. Passel and D'Vera Cohn, A Portrait of Unauthorized Immigrants in the United States (Washington: Pew Hispanic Center, 2009).
6. Rube ́n Rumbaut refined discussions about immigrant generations and coined the decimal generations-those between the first and second generation-to acknowledge the great importance of age at migration in shaping youth integration prospects and, in particular, English mastery and academic performance. The most important of these distinctions is the "1.5-generation," which refers to youth who arrive around age twelve or before. On many social indicators, the 1.5 generation is indistinguishable from U.S.-born children of immigrants.
7. See Rubén G. Rumbaut, "Ages, Life Stages, and Generational Cohorts: Decomposing the Immigrant First and Second Generation in the United States," International Migration Review 38, no. 3 (2004): 1160-1205.
8. Min Zhao, "Growing Up American: The Challenge Confronting Immigrant Children and Children of Immigrants," Annual Review of Sociology 23 (1997): 63-95.
9. Child Trends, "Child Trends Indicators," from Child Trends DataBank (2010) (http://childtrendsdatabank.org).
10. Susan Aud and others, The Condition of Education 2010, NCES 2010-028 (Washington: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 2010).
11. Barbara Schneider, Sylvia Martinez, and Ann Owens, "Barriers to Educational Opportunities in the U.S.," in Hispanics and the Future of America, edited by Marta Tienda and Faith Mitchell (Washington: National Academy Press, 2006). Alejandro Portes and Rubén Rumbaut distinguish between English-dominant, Spanish-dominant, and fluent bilingualism. The latter is associated with the strongest academic outcomes, followed by English dominance. Spanish-dominant bilingualism is highly problematic for academic achievement;
12. Alejandro Portes and Rubén G. Rumbaut, Legacies: The Story of the Immigrant Second Generation (University of California Press, 2001).
13. Michael R. Olneck, "What Have Immigrants Wanted from American Schools? What Do They Want Now? Historical and Contemporary Perspectives of Immigrants, Language and American Schooling," American Journal of Education 115, no. 3 (2009): 379-406.
14. James L. Heckman, "Skill Formation and the Economics of Investing in Disadvantaged Children," Science 312, no. 5782 (2006): 1900-02.
15. Based on a longitudinal survey of Mexican Americans residing in Los Angeles and San Antonio during the late 1960s, Edward Telles and Vilma Ortiz find that educational achievement of the third- and fourth- generation respondents are lower than that of their second-generation relatives.
16. Brian Duncan and Steven J. Trejo question whether educational attainments of the third and later generations actually decline, or reflect the selective "opting out" of the most successful and assimilated Mexican Americans.
17. See Edward Telles and Vilma Ortiz, Generations of Exclusion: Mexican Americans, Assimilation and Race (New York: Russell Sage, 2008)
18. Brian Duncan and Stephen J. Trejo, "Ethnic Identification, Intermarriage, and Unmeasured Progress by Mexican Americans," in Mexican Immigration to the United States, edited by George J. Borjas (Chicago: National Bureau of Economic Research and University of Chicago Press, 2007).
19. Rubén Rumbaut, Douglas S. Massey, and Frank D. Bean, "Linguistic Life Expectancies: Immigrant Language Retention in Southern California," Population and Development Review 32, no. 3 (2006): 447-60.
20. Michael Kieffer, "Catching Up or Falling Behind? Initial English Proficiency, Concentrated Poverty, and the Reading Growth of Language Minority Learners in the United States," Journal of Educational Psychology 100, no. 4 (2008): 851-68
21. Sean F. Reardon and Claudia Galindo, "Patterns of Hispanic Students' Math Skill Proficiency in the Early Elementary Grades," Journal of Latinos and Education 6, no. 3 (2007): 229-51
22. Sean F. Reardon and Claudia Galindo, "The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades," American Educational Research Journal 46, no. 3 (2009): 853-91.
23. Zhao, "Growing Up American" (see note 6).
24. Reardon and Galindo, "The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades" (see note 14).
25. Kieffer, "Catching Up or Falling Behind?" (see note 14)
26. Reardon and Galindo, "The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades" (see note 14).
27. Marta Tienda, "Hispanicity and Educational Inequality: Risks, Opportunities, and the Nation's Future," (25th Tomás Rivera Lecture, annual conference of the American Association of Hispanics in Higher Education, San Antonio, Texas, March 2009).
28. Plyler v. Doe, 457 U.S. 202 (1982). The court ruled that the state of Texas could not withhold funds to school districts that educate children of undocumented immigrants because, as people in the "ordinary sense of the term," they are protected by the Fourteenth Amendment and because the laws that restricted funds to districts serving children of undocumented immigrants did not serve a compelling state interest.
29. Jeffrey S. Passel, "Demography of Immigrant Youth: Past, Present, and Future," The Future of Children 21, no. 1 (2011): 22, figure 1.
30. Susmita Pati and others, "Public Spending on Elders and Children: The Gap is Growing," LSI Issue Brief 10, no. 2 (2004): 1-4.
31. Alice M. Rivlin and Joseph Antos, eds., Restoring Fiscal Sanity 2007: The Health Spending Challenge (Washington: Brookings Institution Press, 2007).
32. Kieffer, "Catching Up or Falling Behind?" (see note 14).
33. Heckman, "Skill Formation and the Economics of Investing in Disadvantaged Children" (see note 11).
34. Schneider, Martinez, and Owens, "Barriers to Educational Opportunities in the U.S." (see note 9).
35. Michael Olivas, "IIRIRA, the DREAM Act, and Undocumented College Student Residency," Journal of College and University Law 30, no. 2 (2004): 435-64.
36. The most recent version of the bill, introduced in March 2009, would make eligible for conditional permanent resident status all persons under thirty-five years of age who entered the United States before age sixteen, who lived in the country for at least five years, and who received a high school diploma or equivalent;
37. see Jeanne Batalova and Margie McHugh, Insight: DREAM vs. Reality: An Analysis of Potential DREAM Act Beneficiaries (Washington: Migration Policy Institute, 2010).