TY  - BOOK
AU  - García Coll,Cynthia T.
AU  - Marks,Amy Kerivan
TI  - Immigrant stories: ethnicity and academics in middle childhood 
T2  - Child development in cultural context
SN  - 9780199721269
AV  - HQ792.U5 G37 2009eb
U1  - 305.23086/9120973 22
PY  - 2009///
CY  - Oxford, New York
PB  - Oxford University Press
KW  - Children of immigrants
KW  - United States
KW  - Education
KW  - Child development
KW  - Cross-cultural studies
KW  - Enfants d'immigrants
KW  - États-Unis
KW  - Éducation
KW  - Enfants
KW  - Développement
KW  - Études transculturelles
KW  - SOCIAL SCIENCE
KW  - Children's Studies
KW  - bisacsh
KW  - fast
KW  - Electronic books
N1  - Includes bibliographical references (pages 251-282) and index; Immigrant stories: ethnicity and educational pathways during middle childhood -- Why study children of immigrants? -- The developmental tasks of middle childhood -- The children of immigrants: development in context (CIDC) study -- The Cambodian community: small, isolated, and resilient -- The Dominican community: recent, growing, and vibrant -- The Portuguese community: steady, long established, and partially integrated -- Modeling children of immigrants' academic achievement -- Final reflections; Electronic reproduction; [Place of publication not identified]; HathiTrust Digital Library; 2010
N2  - Immigrant Stories portrays the contexts and academic trajectories of development of three unique immigrant groups: Cambodian, Dominican and Portuguese. The children of immigrant families - or second generation youth - are the fastest growing population of school children in the US. However, very little is known about these children's academic and psychological development during middle childhood. We examine the previously under-explored intricacies of children's emerging cultural attitudes and identities, academic engagement, and academic achievement. These processes are studied alongside a my
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