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Mexican-Origin Children's Educational Expectations and Academic Performance: Disparities Across Maternal Legal Status and Children’s Immigrant Generation

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  • Jeehye Kang

    (Old Dominion University)

  • Ingrid P. Whitaker

    (Old Dominion University)

Abstract

The immigrant generation of children (1st, 2nd, or 3rd +) is an important predictor in children’s academic outcomes in previous assimilation models. However, little is known about how maternal legal status may interact with the effect of children’s generational status. Using a sample of 604 Mexican-origin children (aged 9–17) from the Los Angeles Family and Neighborhood Study, this study examined children’s academic disparities across maternal legal status and children’s immigrant generation. Specifically, we examined 1) any academic score differences by maternal legal status (documented vs. undocumented) for each generation; 2) any academic score differences by children’s immigrant generation among children of undocumented mothers (first vs. second generation); and 3) the extent to which children’s educational expectations explained their academic disparities. Results showed that second-generation children of undocumented mothers had lower reading scores than second-generation children of documented mothers. Unexpectedly, first-generation children of undocumented mothers performed as well as first-generation children of documented mothers; they also performed as well as second-generation children of undocumented mothers. Net of covariates, the low educational expectations of first-generation children of undocumented mothers provided only a limited explanation for their reading disadvantages compared to second-generation children of documented mothers and third-plus generation children. This research provides policy implications for more effectively integrating immigrant-origin youths.

Suggested Citation

  • Jeehye Kang & Ingrid P. Whitaker, 2022. "Mexican-Origin Children's Educational Expectations and Academic Performance: Disparities Across Maternal Legal Status and Children’s Immigrant Generation," Population Research and Policy Review, Springer;Southern Demographic Association (SDA), vol. 41(3), pages 1191-1216, June.
    • Handle: RePEc:kap:poprpr:v:41:y:2022:i:3:d:10.1007_s11113-021-09687-y
    DOI: 10.1007/s11113-021-09687-y
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    References listed on IDEAS

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    1. Cecilia Menjívar, 2008. "Educational Hopes, Documented Dreams: Guatemalan and Salvadoran Immigrants' Legality and Educational Prospects," The ANNALS of the American Academy of Political and Social Science, , vol. 620(1), pages 177-193, November.
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