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A hierarchical examination of the im...

Simms, Kathryn A.

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A hierarchical examination of the immigrant achievement gap: The additional explanatory power of nationality and educational selectivity over traditional explorations of race and socioeconomic status.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A hierarchical examination of the immigrant achievement gap: The additional explanatory power of nationality and educational selectivity over traditional explorations of race and socioeconomic status./
Author:	Simms, Kathryn A.
Description:	260 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 2008.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3411381
ISBN:	9781124038957

A hierarchical examination of the immigrant achievement gap: The additional explanatory power of nationality and educational selectivity over traditional explorations of race and socioeconomic status.
Simms, Kathryn A.

A hierarchical examination of the immigrant achievement gap: The additional explanatory power of nationality and educational selectivity over traditional explorations of race and socioeconomic status. - 260 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 2008.

Thesis (Ph.D.)--Old Dominion University, 2010.

This study compared immigrant and nonimmigrant educational achievement (i.e., the immigrant gap) in math and reading by reexamining the explanatory power of race and socio-economic status (SES)---two variables, perhaps, most commonly considered in educational research and policy formation. Four research questions were explored through growth curve modeling, factor analysis, and regression analysis based on a sample of participants in the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998 (ECLS-K) from kindergarten to eighth grade (N = 6,861). Findings indicated that immigrant students who had been in the United States since at least their preschool years had lower math and reading achievement than nonimmigrants when they began kindergarten. In both achievement areas, 1.75-generation students caught up to their nonimmigrant counterparts, but second-generation students did not. Additionally, nationality played a greater role in determining immigrant performance than did race. Furthermore, educational selectivity had explanatory power with regard to math outcomes in (a) accounting for gaps between immigrant and nonimmigrant achievement, (b) accounting for racial gaps in achievement among both 1.75- and second-generation immigrants, (c) accounting directly for achievement among 1.75-immigrants, and (d) moderating the explanatory power of SES among both 1.75- and second-generation immigrants. Finally, mother's educational selectivity was positively associated with both parental involvement and center-based early childhood education, but not with parental warmth, relative care, nonrelative care, or participation in Head Start---independent of whether children were 1.75- or second-generation immigrants.

ISBN: 9781124038957Subjects--Topical Terms:

626654
Education, Sociology of.

A hierarchical examination of the immigrant achievement gap: The additional explanatory power of nationality and educational selectivity over traditional explorations of race and socioeconomic status.
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020 $a 9781124038957
035 $a (UMI)AAI3411381
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040 $a UMI $c UMI
100 1 $a Simms, Kathryn A. $3 1678074
245 1 2 $a A hierarchical examination of the immigrant achievement gap: The additional explanatory power of nationality and educational selectivity over traditional explorations of race and socioeconomic status.
300 $a 260 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 2008.
500 $a Adviser: Stephen Tonelson.
502 $a Thesis (Ph.D.)--Old Dominion University, 2010.
520 $a This study compared immigrant and nonimmigrant educational achievement (i.e., the immigrant gap) in math and reading by reexamining the explanatory power of race and socio-economic status (SES)---two variables, perhaps, most commonly considered in educational research and policy formation. Four research questions were explored through growth curve modeling, factor analysis, and regression analysis based on a sample of participants in the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998 (ECLS-K) from kindergarten to eighth grade (N = 6,861). Findings indicated that immigrant students who had been in the United States since at least their preschool years had lower math and reading achievement than nonimmigrants when they began kindergarten. In both achievement areas, 1.75-generation students caught up to their nonimmigrant counterparts, but second-generation students did not. Additionally, nationality played a greater role in determining immigrant performance than did race. Furthermore, educational selectivity had explanatory power with regard to math outcomes in (a) accounting for gaps between immigrant and nonimmigrant achievement, (b) accounting for racial gaps in achievement among both 1.75- and second-generation immigrants, (c) accounting directly for achievement among 1.75-immigrants, and (d) moderating the explanatory power of SES among both 1.75- and second-generation immigrants. Finally, mother's educational selectivity was positively associated with both parental involvement and center-based early childhood education, but not with parental warmth, relative care, nonrelative care, or participation in Head Start---independent of whether children were 1.75- or second-generation immigrants.
590 $a School code: 0418.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Multilingual. $3 1669153
690 $a 0340
690 $a 0455
710 2 $a Old Dominion University. $3 1020684
773 0 $t Dissertation Abstracts International $g 71-06A.
790 1 0 $a Tonelson, Stephen, $e advisor
790 $a 0418
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3411381