title: Family functioning and early learning practices in immigrant homes.
abstract: Poverty-related developmental-risk theories dominate accounts of uneven levels of household functioning and effects on children. But immigrant parents may sustain norms and practices-stemming from heritage culture, selective migration, and social support-that buffer economic exigencies. Comparable levels of social-emotional functioning in homes of foreign-born Latino mothers were observed relative to native-born Whites, despite sharp social-class disparities, but learning activities were much weaker, drawing on a national sample of mothers with children aging from 9 to 48months (n=5,300). Asian-heritage mothers reported weaker social functioning-greater martial conflict and depression-yet stronger learning practices. Mothers' migration history, ethnicity, and social support helped to explain levels of functioning, after taking into account multiple indicators of class and poverty.
authors.affiliation: University of Incheon, Korea.
authors.forename: Sunyoung
authors.initials: S
authors.lastname: Jung
authors.forename: Bruce
authors.initials: B
authors.lastname: Fuller
authors.forename: Claudia
authors.initials: C
authors.lastname: Galindo
mesh_terms: D002648:Child; D002675:Child, Preschool; D003469:Culture; D004522:Educational Status; D054242:Emigrants and Immigrants / Q000523:psychology*; D004641:Emigration and Immigration; D005006:Ethnicity / Q000208:ethnology / Q000523:psychology; D005195:Family Relations / Q000208:ethnology*; D006801:Humans; D007223:Infant; D007398:Interpersonal Relations; D007858:Learning; D009035:Mothers / Q000706:statistics & numerical data; D011203:Poverty; D012923:Social Class; D012933:Social Identification; D012944:Social Support; D014481:United States