Children of Mexican Immigrants’ Aspiration-Attainment Gap and Educational Resilience

Abstract

This article examines the aspiration-attainment gap and educational resilience among children of Mexican immigrants in the midst of the post-1965 U.S. demographic transformation. Two widespread theoretical explanations are used to understand the educational disparities faced by this subpopulation: the cultural argument, which emphasizes their family process and value orientation, and the structural model, which stresses the roles of the family’s socioeconomic status and structural assimilation in mainstream society. Overall, both theoretical orientations were partially supported. Protective determinants and risk factors that foster or impede educational attainment are enumerated. Relevant practice implications are also discussed.

Notes

¹ In 2012, the Pew Research Center estimated that 33.7 million Mexican Americans lived in the United States, 11.4 million of whom were immigrants born in Mexico. In fact, Mexican Americans currently account for two-thirds of the U.S.’s Hispanic-origin population and 11% of the U.S. population (Gonzalez-Barrera & Lopez, 2013). The United States remains the choice of 96% of Mexicans who choose to migrate (Connor et al., 2012). Not until the past decade did the birth of children of Mexican descent supersede the growth of the Mexican-born population (Pew Hispanic Center, 2011).

Additional information

Notes on contributors

Yok-Fong Paat

Dr. Yok-Fong Paat is an Assistant Professor of Social Work at the University of Texas at El Paso and a clinical social worker licensed in the state of Texas. She is interested in research areas related to children’s well-being, education, migration, and immigration issues.