This dissertation analyzes the social and psychosocial factors that influence second-generation children’s academic achievement (grade point average), in particular Mexican American children. I adapted the first survey from a longitudinal study conducted by Portes and Rumbaut (2001) with children of immigrants in the U.S. The present study was conducted in a major school district of a Southwest border town. The study participants were in 9th grade, and the data were collected by this researcher during the 2006-07 school year. The findings provide a comparison with, and an extension of, the findings from the Portes and Rumbaut study. Especially, the study assessed whether the segmented assimilation theory proposed by Portes and Rumbaut could also be applied to this Southwest population. The segmented assimilation model describes different possible outcomes of incorporation or adaptation to U.S. society by children of immigrants. The present study also proposes suggestions for policy change.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/556432 |
| Date | January 2015 |
| Creators | Angeles Diaz, Gustavo Eduardo |
| Contributors | Moll, Luis, Moll, Luis, Moll, Luis, González, Norma, Cammarota, Julio, Ríos-Aguilar, Cecilia |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Electronic Dissertation |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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