Predicting College Expectations and Enrollment in Advanced Courses Among Immigrant Families

• In Event: Partnering With Families to Promote College Access and Career Readiness

Abstract

The study is to identify contextual factors associated with immigrant children's college preparation. We measured parental involvement practices (e.g., parental academic involvement, parental supervision, school participation, and enrolling children in English programs) and children's school learning measures (e.g., school practice of academic tracking and children's perceived treatment) from a sample of immigrant children and parents. Using these data, we answered the question of when controlling for family background characteristics, which and how parents' educational practices and school learning experiences are associated with enrollment in advanced courses and college expectations among children of immigrant families.

Authors

• Yue Zhang, Syracuse University

• Tim Urdan, Santa Clara University