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Immigrant Students, Misbehavior, and Academic Achievement: A Comparative Study

This research examines the disciplinary behavior and academic achievement of immigrant students compared to native-born students. It explores the impact of immigrant generation, poverty, race/ethnicity, and family structure on student behavior and educational outcomes. The study concludes that while first-generation immigrants perform well academically and exhibit lower levels of misbehavior, the beneficial effect diminishes in the second and subsequent immigrant generations. Further research should investigate the influence of peer groups on behavior and the long-term consequences of student behavior on higher education.

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Immigrant Students, Misbehavior, and Academic Achievement: A Comparative Study

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  1. Being Prepared, Getting in Trouble and Other Student Misbehaviors: A Comparison of Immigrants and the Native-Born Stephanie Ewert Department of Sociology University of Washington UWBHS Conference 10/19/07

  2. Research Context • In spite of lower socioeconomic status, immigrant students do well academically • Possible interpretations • Traditional immigrant cultures stress education • Segmented assimilation • Model minorities

  3. Disciplinary Behavior and Academic Achievement Poverty Behavior Race/ethnicity Family Structure Academic Achievement Peer Influences

  4. Does immigrant generation affect behavior? Poverty Academic Achievement Behavior Race/ethnicity Immigrant Generation

  5. Data • UW Beyond High School Survey, 2002-2005 • 8,501 high school seniors • Immigrant generation: 7% first generation, 8% 1.5 generation, 17% second generation • Race/ethnicity: 16% Asian, 8% Hispanic, 13% black, 5% American Indian, Hawaiian, Pacific Islander • Students with most extreme behavioral problems not in sample due to drop out

  6. Key Independent Variables

  7. Levels of Misbehavior Serious Intermediate Moderate

  8. INDEX OF BEING UNPREPARED FOR CLASS

  9. GETTING IN TROUBLE FOR BREAKING SCHOOL RULES

  10. SUSPENSION

  11. Distribution of suspension

  12. Results • Immigrant generation affects misbehavior • First generation more prepared; 1.5 generation effect mediated by citizenship and language • 1 and 1.5 generation in less trouble for breaking school rules than 3+ generation • Second generation no different from 3+ generation

  13. Effect of immigrant generation and GPA on getting in trouble

  14. Results continued • Immigrant generation not associated with suspension • Race/ethnicity associated with suspension • Black, Hispanic, American Indian, Hawaiian, Pacific Islander students more likely to get suspended than white students

  15. Conclusions • Immigrant generation affects school behavior • Beneficial effect of immigrant status disappears quickly: no difference between 2 and 3+ immigrant generation • Future research • Effects of peer groups on behavior • Impact of behavior on higher education

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