The Immigrant Paradox in Children and Adolescents
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Many academic and public policies promote the rapid assimilation of immigrants. Yet, researchers have recently identified an emerging pattern, known as the immigrant paradox, in which assimilated children of immigrants experience poorer developmental outcomes and lower educational achievements. This volume examines these controversial findings by asking how and why highly acculturated youth may fare worse academically and developmentally than their less assimilated peers, and under what circumstances this pattern is disrupted. Chapters explore the question "Is becoming American a developmental…mehr

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Produktbeschreibung
Many academic and public policies promote the rapid assimilation of immigrants. Yet, researchers have recently identified an emerging pattern, known as the immigrant paradox, in which assimilated children of immigrants experience poorer developmental outcomes and lower educational achievements. This volume examines these controversial findings by asking how and why highly acculturated youth may fare worse academically and developmentally than their less assimilated peers, and under what circumstances this pattern is disrupted. Chapters explore the question "Is becoming American a developmental risk?" through a variety of lenses-psychological, sociological, educational, and economic. Contributors compare differential health, behavioral, and educational outcomes for foreign- and native-born children of immigrants across generations. Findings provide counterevidence to the popular notion that immigrant children and families are prone to weaken and drain our social systems of resources.
Autorenporträt
Cynthia Garc amp iacute a Coll, PhD, is the Charles Pitts Robinson and John Palmer Barstow Professor of Education, Psychology and Pediatrics at Brown University in Providence, Rhode Island. She has published on the sociocultural and biological influences on child development with particular emphasis on at-risk and minority populations. She has been on the editorial boards of many academic journals, including Child Development, Development and Psychopathology, Infant Behavior and Development, and Infancy and Human Development and is the current editor of Developmental Psychology. She was a member of the MacArthur Foundation Network's amp quot Successful Pathways Through Middle Childhood amp quot from 994 to 2 2.   Dr. Garc amp iacute a Coll has coedited several books: The Psychosocial Development of Puerto Rican Women Puerto Rican Women and Children: Issues in Health, Growth and Development Mothering Against the Odds: Diverse Voices of Contemporary Mothers and Nature and Nurture: The Complex Interplay of Genetic and Environmental Influences on Human Behavior and Development.   She is a fellow of APA. Presently, her scholarship is largely focused on the role of race and ethnicity in children's development, specifically, the role of culture, acculturation, and different sources of oppression (i.e., poverty, racism, and discrimination) in shaping human development.   Amy Kerivan Marks, PhD, is an assistant professor and the director of graduate and undergraduate studies in psychology at Suffolk University in Boston, Massachusetts. She is coauthor with Cynthia Garc amp iacute a Coll of the book Immigrant Stories: Ethnicity and Academics in Middle Childhood , and has published numerous other edited and peer-reviewed works on the acculturation, ethnic identities, and development of immigrant youth.   Her doctoral work on the measurement of ethnic identities was supported by a graduate fellowship from the National Science Foundation, and her current work is supported by the W. T. Grant and Jacobs Foundations.   Dr. Marks was recently awarded a Jacobs Foundation Young Scholar Award for her research with immigrant youth. Her present research is focused on understanding person amp ndash context interactions in the development of ethnically and racially diverse children and adolescents.