Author(s): Ulda Maldonado-Arias
Mentor(s): Adam Winsler, Developmental Psychology
Region/country of origin effects were observed in all grades (3, 5 & 8). The overall pattern showed that there was country/region of origin variation, generational differences and an interaction between the two. This adds to the growing body of literature that highlights Immigrant education.
My name is Ulda Maldonado-Arias, and I will be presenting my research study titled. Immigrant Advantage and Paradox in Middle School Academic Outcomes: Region/Country of Origin Effects. I am a 2nd generation immigrant from Honduras and have decided to take on this research project because of the growing observation of immigrants in the United States. Let’s start off by defining the phenomenon of immigrant advantage and paradox. The immigrant advantage refers to positive outcomes in health, education and behavior associated with immigrants, when compared to U.S.-born counter parts. Despite this advantage a paradox exists which states that the more assimilated immigrants are to the U.S. mainstream culture, the worse they perform than the first-generation immigrants. Research tends to compare immigrants to U.S.-born counter parts and don’t do much within immigrant group investigations. Also, there has been some studies that observe variation of immigrants based on ethnicity/race and country/region of origin.
Therefore, I decided to look at country/region of origin effects to fill in a gap in the research using the Miami School Readiness Program data. It is a 14-year longitudinal 5-cohort project of students in Miami Dade County. I had 3 research questions which observed country of origin effects, generational differences and interaction between generational differences and country of origin effects that were then associated with academic outcomes of the students attending Miami Dade County schools in grades 3,5 and 8. The results demonstrated variation in the region/countries. The regions to show the lowest performance were Central Americans and Non-Cuban Caribbean’s. On the other hand, Cubans and South Americans outperformed both regions. When looking at generational differences, it was clear that there was a paradox because at all academic outcomes and grade levels 1st generation students outperformed the 2nd generation students. For the final question, there was little interaction that showed generational differences within the region/country of origins. Yet, there is an effect observed in Cubans, 1st generation Cubans perform higher than 2nd generation Cubans. These 2nd generation Cubans then underperform all other region/country of origins. The conclusions of the questions were that there is region/country of origin effects, and an immigrant paradox exists within generations and region/country of origins.
Furthermore, this research helps with identifying what programs can be implemented for immigrants in the United States. This can help with shedding light to educational boards on how to appropriately teach immigrant children as they are assimilating to the United States. Not all students can be uniformly taught or taught the American way because as you can see it is hurting them and not helping them.
Thank you for listening,
I’d like to acknowledge, Dr. Adam Winsler, Dr. Jeniffer Breilmeir, Dr. Dae K Young, OSCAR funding and Winslab