ABSTRACT
The contexts in which immigrant children and children of immigrants develop are replete with factors thought to pose challenges to educational achievement.1 On average, these children have relatively high rates of childhood poverty and comparatively low rates of enrollment in early childhood programs. A high proportion of their parents have low levels of education, do not usually speak English at home, and are often unfamiliar or uncomfortable with strategies commonly used by U.S. schools to facilitate parental involvement in children’s schooling (Hernandez & Charney, 1998; Nord & Griffin, 1999). The school performance of children of immigrants is also potentially compromised by psychological distress (e.g., anxiety, depression, anger) resulting from acculturation and the unique demands and expectations of their parents. Norms of parental authority in immigrant parents’ country of origin may conflict with norms of parent-child relations in the United States. Owing to limited proficiency in English and economic strains, immigrant parents may rely on their children as translators and liaisons and pressure them to assume adult-like roles at an early age. All of these circumstances may undermine traditional parental authority, parent-child relations, children’s psychological well-being, and ultimately, their educational achievement (Kao, 1999).
