Factores explicativos del rendimiento académico en hijos de inmigrantes mexicanos en Nueva York

Abstract

This study was aimed at identifying factors involved in the academic performance of children of Mexican immigrants living in New York. Data from 142 parent-student dyads were collected. The sample consisted of immigrant parents and children born in the US. Results show that a higher perception of English language proficiency among children and their parents, reading and writing training by parents, and the absence of learning problems among the children predicted on the whole higher levels of academic performance. Additionally, a higher student exposure to US culture, a higher perception of English language proficiency by the child, reading and writing training by parents, bilingual training of children, and the absence of learning problems among children and the parents predict a higher likelihood of children to belong to the higher academic performance group. Implications of these results are discussed.