Interest in research on the educational experiences of immigrant students has increased dramatically in recent years. After considerable debate over how to explain and interpret the educational experiences of immigrant students, scholars in the field are approaching a consensus: Be wary of claims that are based on static categories and broad generalizations. As the immigrant population entering the United States has become more diverse with respect to culture, language, religion, race, and so forth, gross generalizations about the relationship between immigrant status and patterns of academic performance have lost their appeal and explanatory power. Today, researchers are less likely to make claims that are based on sweeping generalizations about groups, and professionals who work closely with immigrant communities are less likely to accept such claims. Broad generalizations about the relationship between immigrant status and social mobility were once accepted as rock-solid principles of human behavior. Despite growing awareness of the diversity of immigrant populations, some of the research that was conducted during this period contributed to new generalizations. This article focuses on the empirical investigations started by new generation in response to the generalizations of the 1980s which challenged prevalent theories of immigrant status and education. This research examined more closely how the social experiences of young people in school influenced their attitudes toward education and the development of their social identities.