Access to institutional resources as a measure of social exclusion: relations with family process and cognitive development in the context of immigration.
Few studies have examined how experiences associated with being an undocumented immigrant parent affects children's development. In this article, the authors apply social exclusion theory to examine how access to institutional resources that require identification may matter for parents and children in immigrant families. As hypothesized, groups with higher proportions of undocumented parents in New York City (e.g., Mexicans compared to Dominicans) reported lower levels of access to checking accounts, savings accounts, credit, and drivers' licenses. Lack of access to such resources, in turn, was associated with higher economic hardship and psychological distress among parents, and lower levels of cognitive ability in their 24-month-old children.
Yoshikawa
Hirokazu
H
Harvard Graduate School of Education, USA.
Godfrey
Erin B
EB
Rivera
Ann C
AC
D000069:Acculturation; D000328:Adult; D002657:Child Development; D002675:Child, Preschool; D015331:Cohort Studies; D004293:Dominican Republic; D004608:Eligibility Determination / Q000706:statistics & numerical data*; D054242:Emigrants and Immigrants; D005191:Family Characteristics; D005260:Female; D006297:Health Services Accessibility / Q000706:statistics & numerical data; D006630:Hispanic or Latino / Q000706:statistics & numerical data*; D006801:Humans; D008137:Longitudinal Studies; D008800:Mexico; D009519:New York City; D010290:Parents; D011203:Poverty / Q000706:statistics & numerical data*; D012494:Sampling Studies; D012931:Social Environment; D012944:Social Support; D013315:Stress, Psychological; D011795:Surveys and Questionnaires