ERIC Number: EJ1140149
Record Type: Journal
Publication Date: 2017-Jun
Abstractor: As Provided
The Children of Immigrants' Academic Self-Efficacy: The Significance of Gender, Race, Ethnicity, and Segmented Assimilation
Bondy, Jennifer M.; Peguero, Anthony A.; Johnson, Brent E.
Education and Urban Society, v49 n5 p486-517 Jun 2017
Academic self-efficacy reflects an adolescent's level of confidence or belief that she or he can successfully accomplish educational assignments and tasks, which are also argued to be a fundamental factor in educational progress and success. Little is known, however, about the academic self-efficacy that the children of immigrants have, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S. public schools. Segmented assimilation theory guides this study's understanding of the children of immigrants' academic self-efficacy. Analyses, which draw from the Educational Longitudinal Study of 2002 and multilevel analyses, indeed reveal imperative findings. Most notably, the association between academic self-efficacy and assimilation is moderated by gender, race, and ethnicity. This article also discusses the importance of understanding the schooling of the children of immigrants in the educational system.
Descriptors: Self Efficacy, Gender Differences, Racial Differences, Ethnicity, Acculturation, Adolescents, Urban Schools, Longitudinal Studies, High School Students, Postsecondary Education, Student Experience, Public Schools, Immigrants, Minority Group Students, Generational Differences, Academic Achievement, Student Characteristics, Family Characteristics, Institutional Characteristics, Statistical Analysis, Geographic Location
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Postsecondary Education
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