Gendered expectations and gendered experiences: immigrant students' adaptation in schools.
This chapter draws on longitudinal data to examine the role of gender in immigrant students' educational adaptation. Analyses show that over time girls receive higher grades and express higher future expectations than do boys. Compared with boys, immigrant girls are more likely to be protected from risk factors, such as harsh school environments, by a supported network of teachers, friends, and parents, and to benefit from the shield of ethnicity more than their male counterparts in their pursuit of education.
Qin-Hilliard
Desirée Baolian
DB
D000223:Adaptation, Psychological; D000293:Adolescent; D001213:Asian / Q000523:psychology / Q000706:statistics & numerical data; D001290:Attitude; D002648:Child; D004521:Educational Measurement / Q000706:statistics & numerical data*; D004522:Educational Status; D004641:Emigration and Immigration / Q000706:statistics & numerical data*; D005006:Ethnicity / Q000193:education* / Q000706:statistics & numerical data; D005178:Faculty; D005260:Female; D005783:Gender Identity; D006630:Hispanic or Latino / Q000523:psychology / Q000706:statistics & numerical data; D006801:Humans; D007407:Interviews as Topic; D008016:Life Change Events; D008137:Longitudinal Studies; D008297:Male; D010287:Parent-Child Relations; D010379:Peer Group; D012574:Schools; D012737:Sex Factors; D012933:Social Identification; D012944:Social Support; D014481:United States