Family Migration Context, Development and Early School Outcomes
R21HD058141-01, 2009-2011, Funded by the National Institute for Child Health and Human Development (NICHD)
Utilizing longitudinal data from the Early Childhood Longitudinal Study’s (ECLS) birth cohort, the analyses are designed to explore the contribution of various indicators of immigrant status – namely generational status, parental migration timing, national origin status, race/ethnicity, and language use – to children’s socio-emotional and subsequent cognitive development. The research is unique in its multi-disciplinary approach, which combines theoretical perspectives of immigrant adaptation and child development. The project is an exploratory endeavor to adapt the assimilation frameworks employed to assess generational differences in social and economic well-being among adolescents and adults with the ecological developmental framework developed to understand the multiple contextual influences on children’s school readiness and successful transitions to formal schooling.
CePoD Involvement: Jennifer Glick (Principal Investigator) and Scott Yabiku (Co-Investigator)
T. Denny Sanford School of Social
and Family Dynamics