The schooling of children of inmigrants: contextual effects on the educational attainment of the second generation

Alejandro Portes; Lingxin Hao

Autores/as

Alejandro Portes Universidad de Princeton.
Lingxin Hao Johns Hopkins University.

Palabras clave:

Segunda Generación, Educación, Rendimiento escolar, EE.UU

Resumen

Completamos hallazgos publicados anteriormente sobre los logros académicos de la segunda generación de inmigrantes con un análisis de los efectos contextuales de los colegios basado en el amplio conjunto de datos usado por el análisis previo más conocido, el Estudio Longitudinal de Hijos de Inmigrantes, en inglés CILS. Un modelo jerárquico de los efectos contextuales y a nivel individual sobre los logros académicos y el desempeño escolar revela patrones que reproducen los ya encontrados en sondeos que se realizaron a estudiantes nacionales, pero también muestra otros exclusivos de la segunda generación de inmigrados. Entre estos últimos, el fuerte efecto negativo del periodo de residencia en EE.UU. sobre logros en los diversos contextos escolares y el hecho de que los efectos fuertes de origen nacional en las calificaciones se ven atenuados en colegios con altas proporciones de diversidad étnica. Los estudiantes de origen mexicano muestran importantes desventajas en los logros y la retención que, por lo general, en los colegios a los que asisten, se agravan y no se solucionan. Se adelanta una explicación teórica de este modelo y se discuten sus implicaciones prácticas.

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Biografía del autor/a

Alejandro Portes, Universidad de Princeton.

Center for Migration and Development
de la Universidad de Princeton.

Citas

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