ERIC Number: EJ1095220
Record Type: Journal
Publication Date: 2016-Apr
Abstractor: As Provided
Reference Count: 132
Undermatched? School-Based Linguistic Status, College Going, and the Immigrant Advantage
Callahan, Rebecca M.; Humphries, Melissa H.
American Educational Research Journal, v53 n2 p263-295 Apr 2016
Considerable research investigates the immigrant advantage--the academic benefit first- and second-generation students experience relative to native-born peers. However, little work examines how school-based linguistic status may influence this advantage. Contradictory patterns exist: Research identifies both an immigrant advantage and a language minority disadvantage in college going. Although not all immigrant youth are language minorities, many do speak other languages. U.S. educators group immigrant students into three discrete linguistic categories: native English speakers, language minorities not in English as a second language (ESL), and English learner (EL) students. We employ multivariate methods to investigate immigrant college going by linguistic status using the Educational Longitudinal Study of 2002. Results suggest an immigrant advantage only among immigrant groups not in ESL and evidence of undermatching--wherein students choose postsecondary options for which they are over-prepared--among high-achieving EL students. Disentangling the immigrant advantage might improve EL students' college going, stemming this loss of human capital.
Descriptors: Immigrants, Generational Differences, Indigenous Populations, Language Minorities, Multivariate Analysis, English (Second Language), English Language Learners, Native Speakers, Advantaged, Sociolinguistics, High School Graduates, College Bound Students, Academic Achievement, Mathematics Education, Longitudinal Studies, College Choice, Course Selection (Students), Predictor Variables, Social Influences
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Sponsor: National Science Foundation (NSF); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Grant or Contract Numbers: DRL0634035|5R24HD042849