Determinants of Reading Achievement of Immigrant Adolescents: The Role of Demographic and Psycho-Cultural Factors in School Adaptation

Following a previous study's finding that demographic and psychosocial factors mediated the effect of ethnicity in predicting standardized reading performance, this study examined the effects of these predictors on immigrant adolescents' reading achievement. It investigated the extent to which Asian-origin and Spanish-speaking groups differed in reading achievement after controlling for key variables. Data came from the Youth Adaptation and Growth Questionnaire. Over 5,000 second-generation students from 77 nationalities and 42 schools completed surveys that examined demographic, psycho-cultural, and attitudinal factors; socioeconomic status; standardized test performance; English proficiency; peer relationships; number of hours spent on homework and television; and father's presence at home. Results indicated that various predictors were unique for each group. For Asian-origin students, achievement motivation was most significant. The more Asian students identified with their native culture, the lower their reading scores. For the Spanish-speaking groups, the more they identified with American culture, the lower the scores in reading. Their report of direct discrimination also related to lower performance. Their perception that things were not better now from the way they were 5 years ago also predicted lower reading performance, as did being classified as limited in English proficiency. (Contains 42 references.) (SM)