Generational Differences in Academic Achievement Among Immigrant Youths: A Meta-Analytic Review

Citation

Duong, Mylien T.; Badaly, Daryaneh; Liu, Freda F.; Schwartz, David; & McCarty, Carolyn A. (2015). Generational Differences in Academic Achievement Among Immigrant Youths: A Meta-Analytic Review. Review of Educational Research.

Abstract

Research on generational differences in immigrant youths’ academic achievement has yielded conflicting findings. This meta-analysis reconciles discrepant findings by testing meta-analytic moderators. Fifty-three studies provided 74 comparisons on academic outcomes. First- and second-generation youths did not significantly differ on academic achievement (Hedges’s g = .01), and second-generation students performed slightly better than third-or-later–generation peers (g = .12). Moderation tests indicated that second-generation immigrants outperformed first-generation students on standardized tests (g = .20) and earned better grades than third-or-later–generation peers (g = .20). Immigrant advantage was stronger for Asian, low-socioeconomic, and community samples. Immigrant advantage may be overestimated in studies that use self-reported rather than school-reported achievement. Together, our results suggest a small, heterogeneous second-generation immigrant advantage that varies by immigrant population and study characteristics.

URL

http://dx.doi.org/10.3102%2F0034654315577680

Reference Type

Journal Article

Journal Title

Review of Educational Research

Author(s)

Duong, Mylien T.
Badaly, Daryaneh
Liu, Freda F.
Schwartz, David
McCarty, Carolyn A.

Year Published

2015

Edition

March 30, 2015

DOI

10.3102/0034654315577680

Reference ID

5602