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ERIC Number: ED568399
Record Type: Non-Journal
Publication Date: 2015-Feb
Pages: 26
Abstractor: ERIC
Reference Count: 191
ISBN: N/A
ISSN: N/A
Intersecting Inequalities: Research to Reduce Inequality for Immigrant-Origin Children and Youth
Suárez-Orozco, Carola; Yoshikawa, Hirokazu; Tseng, Vivian
William T. Grant Foundation
As immigration has reached historic numbers in the United States, immigrant children have become an integral part of the national tapestry. While immigration has grown across all post-industrial nations, inequality has risen at a steep rate on a variety of indicators, including income distribution, child poverty, residential segregation, and numerous academic outcomes. Among the children of immigrants, inequality is manifested against a backdrop of wide disparity in post-migration conditions faced by new immigrants. While many immigrant-origin youth successfully acclimate to their new land, faring as well as or even better than their native same-ethnicity peers, others face significant challenges in their educational and psychosocial adaptation. Most at risk are youth at the intersection of multiple types of disadvantage, namely low parent education and employment, poverty, newcomer status, language barriers, racialization, and undocumented status. This paper reviews what current research tells us about how inequality of opportunities and outcomes plays out along these six dimensions for immigrant-origin children and youth. The paper focuses on two proximal contexts of development that are key to alleviating unequal opportunities and outcomes: education and family. The authors recommend areas of future research that may inform policies, programs, and practices to reduce inequality for immigrant-origin children and youth.
William T. Grant Foundation. 570 Lexington Ave, New York, NY 10022. Tel: 212-752-0071; Fax: 212-752-1398; e-mail: info@wfgrantfdn.org; Web site: http://wtgrantfoundation.org/
Publication Type: Reports - Evaluative
Education Level: Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: William T. Grant Foundation