Children of Immigration.

By A. Nikapota. Child and Adolescent Mental Health, 2004

1,316 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/05612b49edd28298e6644b5cbb5faaaa44be3d8a

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In Clinical Psychology

Citations in the corpus

Connecting the Dots: How Connectedness to Multiple Contexts Influences the Psychological and Academic Adjustment of Urban Youth (2009, background): “For example, ethnic minority and immigrant parents view education as extremely important and as a barometer of future success (Suarez-Orozco & Suarez-Orozco, 2001).”
Immigration Stress, Social Support, and Adjustment in the First Postmigration Year: An Intergenerational Analysis (2005, background): “These newcomers encounter more entrenched prejudice and discrimination and fewer opportunities for economic advancement in comparison to those in earlier waves of European immigration (McLoyd, 1998; Portes & Rumbaut, 2001; Suárez-Orozco & Suárez-Orozco, 2001; Zhou, 1997).”
Identity Development, Personality, and Well‐Being in Adolescence and Emerging Adulthood (2012, background): “Nonetheless, individuals migrating to the United States from Spanish-speaking countries must decide for themselves what it means to be “Hispanic” (Portes & Rumbaut, 2006; C. Suárez-Orozco & Suárez-Orozco, 2001).”
Becoming American, Constructing Ethnicity: Immigrant Youth and Civic Engagement (2002, background): “Roughly one in every five children lives in an immigrant-headed household (Suárez-Orozco & Suárez-Orozco, 2001).”
Family and Work Influences on the Transition to College Among Latina Adolescents (2006, background): “…and interdependence, studies examining the obligations that Latino children are expected to fulfill indicate that behavioral demands fall on girls more often and more heavily than on boys (Buriel et al., 1998; Raffaelli & Ontai, 2004; Suárez-Orozco & Suárez-Orozco, 2001; Valenzuela, 1999).”
Dispelling Myths about Latino Parent Participation in Schools (2006, background): “Suarez-Orozco and Suarez-Orozco (2001) found that nearly all the children they interviewed wanted to learn English.”
Family, Ethnicity, and Immigrant Youths’ Educational Achievements (2006, result): “…the other two groups ( .05) As far as helping with homework, the only statistically significant difference indicated Hispanic mothers (X − = 1.8) were more active in this respect than European mothers (X − = .97) contrary to some thinking on ethnic cultures (Suárez-Orozco & Suárez-Orozco, 2001).”
Gendered Perspectives in Psychology: Immigrant Origin Youth (2006, background): “If it is true that immigration has generally been understudied in the field of psychology, the immigrant child and youth experience has been even more neglected (Garcia-Coll and Magnuson, 1997; Suárez-Orozco, 2001).”
An Exploration of Cultural Identity Patterns and the Family Context among Arab Muslim Young Adults in America (2007, background): “…between the characteristics of familial context and cultural identity formation is a challenge because of the complexities inherent in family ecologies, socialization processes, and cultural adaptation patterns (Dosanjh & Ghuman, 1996; Rumbaut & Portes, 2001; Su arez-Orozco & Su arez-Orozco, 2001).”
Becoming an American Parent (2006, background): “The majority of these Latino youth are the first-generation or second-generation children of immigrants (Hernandez, 1997; Suárez-Orozco & Suárez-Orozco, 2001).”
Designing Culturally Responsive Organized After-School Activities (2017, background): “Many immigrant adolescents, for example, initially lack the academic cultural capital— the cues and codes of mainstream American culture—that schools privilege to realize their goals (e.g., how to approach teachers; García-Coll & Marks, 2009; Suárez-Orozco & Suárez-Orozco, 2001).”
Victimizing the Children of Immigrants (2009, background): “One fifth of the adolescent population in the United States is represented by Latinos and Asian Americans and that proportion is expected to rise to one third by the year 2050 (Suarez-Orozco & Suarez-Orozco, 2001; U.S. Census Bureau, 2003).”
The relation between ethnic group attachment and prosocial tendencies: The mediating role of cultural values (2011, background): “…experience many problems within the broader community as the result of their adherence to the traditional cultural values of their ethnic group (Suárez-Orozco & Suárez-Orozco, 2001), these findings suggest that the maintenance of these values can also be beneficial, both for the individual…”
Academic Resilience Among Undocumented Latino Students (2009, methodology): “This scale was developed for the Harvard longitudinal immigrant student adaptation study and has been validated in previous studies (Suarez-Orozco & Suarez-Orozco, 2001; Suarez-Orozco et al., 2008).”
The Relationship of Language Brokering to Ethnic Identity for Latino Early Adolescents (2005, background): “These children come into contact with American culture sooner and more intimately than their parents do (Suárez-Orozco & Suárez-Orozco, 2001).”
Parents' ethnic-racial socialization practices: a review of research and directions for future study. (2006, methodology): “Using NSBA data, Thornton et al. (1990) found that men in the Northeast were more likely to report ethnic– racial socialization than were men in the South, although no regional differences were evident among women.”