26 research outputs found
Achievement and Expectations of Immigrant, Second Generation, and Non-immigrant Black Students in U.S. Higher Education
Research on academic achievement contrasting Black immigrant, second generation, and non-immigrant students as distinct groups is surprisingly sparse in the higher education literature. This study examined Black immigrant and second generation undergraduates from Africa and the Caribbean and non-immigrant Black American undergraduates, using the contrasting lenses of segmented assimilation theory and cultural ecological theory. Results for academic achievement favored second generation students, consistent with cultural ecological theory, while findings concerning expectations were more consistent with segmented assimilation theory. However, findings were moderated by gender in complex ways. This research indicates the need for more comprehensive theories of immigrant student achievement and motivation that incorporate consideration of the context surrounding both emigration from the home country and immigration to the host country
Resource Review: Research on Children\u27s Learning as a Tool to Improve Math and Science Teaching
Ethnic and Panethnic Asian American Identities: Contradictory Perceptions of Cambodian Students in Urban Schools
Achievement and Expectations of Immigrant, Second Generation, and Non-immigrant Black Students in U.S. Higher Education
Research on academic achievement contrasting Black immigrant, second generation, and non-immigrant students as distinct groups is surprisingly sparse in the higher education literature. This study examined Black immigrant and second generation undergraduates from Africa and the Caribbean and non-immigrant Black American undergraduates, using the contrasting lenses of segmented assimilation theory and cultural ecological theory. Results for academic achievement favored second generation students, consistent with cultural ecological theory, while findings concerning expectations were more consistent with segmented assimilation theory. However, findings were moderated by gender in complex ways. This research indicates the need for more comprehensive theories of immigrant student achievement and motivation that incorporate consideration of the context surrounding both emigration from the home country and immigration to the host country
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Environmental influences, the developing brain, and aggressive behavior
In this article the authors review research on highly stressful environments that are known to support the development and display of aggressive behavior in childhood, adolescence, and beyond. They also examine some of the mechanisms through which such stressful environments may influence adolescents' aggressive behavior The review concentrates on adolescents' understanding of the social behavior of others and possible changes in the neurobiology of the brain. Finally, they briefly summarize the broad body of literature linking aggressive behavior in childhood and adolescence to long-term adjustment. The, authors conclude with recommendations for public policy and intervention strategies designed to mitigate the development and display of aggressive behavior
Adolescent identity and schooling : diverse perspectives/ Edit.: Cynthia Hudley
viii, 141 p.; 23 cm
Adolescent identity and schooling : diverse perspectives/ Edit.: Cynthia Hudley
viii, 141 p.; 23 cm
Recommended from our members
Environmental influences, the developing brain, and aggressive behavior
In this article the authors review research on highly stressful environments that are known to support the development and display of aggressive behavior in childhood, adolescence, and beyond. They also examine some of the mechanisms through which such stressful environments may influence adolescents' aggressive behavior The review concentrates on adolescents' understanding of the social behavior of others and possible changes in the neurobiology of the brain. Finally, they briefly summarize the broad body of literature linking aggressive behavior in childhood and adolescence to long-term adjustment. The, authors conclude with recommendations for public policy and intervention strategies designed to mitigate the development and display of aggressive behavior