Many academic and public policies promote rapid immigrant assimilation. Yet, researchers have recently identified an emerging pattern, known as the "immigrant paradox," in which assimilated children of immigrants experience diminishing developmental outcomes and 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. This timely compilation of original research is aimed at understanding how acculturation affects immigrant child and adolescent development. 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. While economic and social disparities continue to present challenges impeding child and adolescent development, particularly for U.S.-born children of immigrants, findings in this book point to numerous benefits of biculturalism and bilingualism to preserve immigrants' strengths. This book begins with an introduction by Cynthia Garcia Coll and Amy Kerivan Marks. Part I, Is There an "Immigrant Paradox"?, contains: (1) Children in Immigrant Families: Demography, Policy, and Evidence for the Immigrant Paradox (Donald J. Hernandez, Nancy A. Denton, Suzanne Macartney, and Victoria L. Blanchard); (2) Historical Origins of the Immigrant Paradox for Mexican American Students: The Cultural Integration Hypothesis (Raymond Buriel); and (3) Studying the Immigrant Paradox in the Mexican-Origin Population (Robert Crosnoe). Part II, Behavior and Health Outcomes Across Generations, contains: (4) Behavioral Outcomes in Early Childhood: Immigrant Paradox or Disadvantage? (Kristen Turney and Grace Kao); (5) Exploring the Immigrant Paradox in Adolescent Sexuality: An Ecological Perspective (Marcela Raffaelli, Hyeyoung Kang, and Tristan Guarini); and (6) Immigrant Generational Status and Delinquency in Adolescence: Segmented Assimilation and Racial-Ethnic Differences (Hoan N. Bui). Part III, Family and Community Factors Affecting Academic Outcomes, contains: (7) Bilingualism and Academic Achievement: Does Generation Status Make a Difference? (Wen-Jui Han); (8) An Immigrant Advantage in the Early School Trajectories of Latino Preschoolers From Low-Income Immigrant Families (Natalia Palacios); (9) Student Engagement, School Climate, and Academic Achievement of Immigrants' Children (Suet-ling Pong and Kristina L. Zeiser); (10) Immigrant Gateway Communities: Does Immigrant Student Achievement Vary by Location? (Dylan Conger and Meghan Salas Atwell); (11) In Spite of the Odds: Undocumented Immigrant Youth, School Networks, and College Success (Roberto G. Gonzales); (12) Immigrant Youth in Postsecondary Education (Lingxin Hao and Yingyi Ma). Part IV, Concluding Remarks, contains: (13) The Intersection of Aspirations and Resources in the Development of Children From Immigrant Families (Andrew J. Fuligni). An index is included.