Is there an immigrant paradox in Canadian elementary students’ behavioral and social adjustment?

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
   Google Scholar
• Andrade, B. F., & Tannock, R. (2014). Sustained impact of inattention and hyperactivity-impulsivity on peer problems: Mediating roles of prosocial skills and conduct problems in a community sample of children. Child Psychiatry and Human Development, 45(3), 318–328. doi:10.1007/s10578-013-0402-x
   PubMed Web of Science ®Google Scholar
• Archambault, I., Tardif-Grenier, K., Dupéré, V., Janosz, M., Mc Andrew, M., Pagani, L., & Parent, S. (2015, September). Étude comparative de l’engagement scolaire des élèves de milieux défavorisés issus ou non de l’immigration: Contributions de l’environnement scolaire et des pratiques enseignantes. Report submitted to Fonds de recherche société et culture (FQRSC), Québec. Retrieved from http://www.frqsc.gouv.qc.ca/la-recherche/la-recherche-en-vedette/histoire/etude-comparative-de-l-engagement-scolaire-des-eleves-de-milieux-defavorises-issus-ou-non-de-l-immigration-contributions-de-l-environnement-scolaire-et-des-pratiques-enseignantes-fyurt7r11446044677922.
   Google Scholar
• Archambault, I., & Vandenbossche-Makombo, J. (2013). Validation de l’Échelle des dimensions de l’engagement scolaire (ÉDES) chez les élèves du primaire. Canadian Journal of Behavioural science/Revue Canadienne Des Sciences Du Comportement, 46(2), 275–288. doi:10.1037/a0031951
   Web of Science ®Google Scholar
• Baker, B., & Rytina, N. (2013). Estimates of the unauthorized immigrant population residing in the United States: January 2012. Population Estimates: Office of Immigration Statistics, Mars 2013 (pp. 1–8). Retreived from  https://www.dhs.gov/sites/default/files/publications/Unauthorized%20Immigrant%20Population%20Estimates%20in%20the%20US%20January%202012_0.pdf
   Google Scholar
• Baker, J. A. (2006). Contributions of teacher–Child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211–229. doi:10.1016/j.jsp.2006.02.002
   Web of Science ®Google Scholar
• Barry, T. D., Lyman, R. D., & Klinger, L. G. (2002). Academic underachievement and attention-deficit/hyperactivity disorder: The negative impact of symptom severity on school performance. Journal of School Psychology, 40(3), 259–283. doi:10.1016/S0022-4405(02)00100-0
   Web of Science ®Google Scholar
• Becker, B. E., & Luthar, S. S. (2002). Social-emotional factors affecting achievement outcomes among disadvantaged students: Closing the achievement gap. Educational Psychologist, 37(4), 197–214. doi:10.1207/S15326985EP3704_1
   PubMed Web of Science ®Google Scholar
• Beiser, M., Hou, F., Hyman, I., & Tousignant, M. (2002). Poverty, family process, and the mental health of immigrant children in Canada. American Journal of Public Health, 92(2), 220–227. doi:10.2105/ajph.92.2.220
   PubMed Web of Science ®Google Scholar
• Berndt, T. J. (1999). Friends’ influence on students’ adjustment to school. Educational Psychologist, 34(1), 15–28. doi:10.1207/s15326985ep3401_2
   Web of Science ®Google Scholar
• Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 98(1), 1–13. doi:10.1037/0022-0663.98.1.1
   Web of Science ®Google Scholar
• Bui, H. N. (2012). Immigrant generational status and delinquency in adolescence: Segmented assimilation and racial– Ethnic differences. In C. Garcίa Coll & A. K. Marks (Eds.), The immigrant paradox in children and adolescents: Is becoming American a developmental risk? (pp. 135–158). Washington, DC: American Psychological Association. doi:10.1037/13094-000
   Google Scholar
• Calzada, E., Barajas-Gonzalez, R. G., Dawson-McClure, S., Huang, K.-Y., Palamar, J., Kamboukos, D., & Brotman, L. M. (2015). Early academic achievement among American low-income black students from immigrant and non-immigrant families. Prevention Science, 16(8), 1159–1168. doi:10.1007/s11121-015-0570-y
   PubMed Web of Science ®Google Scholar
• Cappella, E., Kim, H. Y., Neal, J. W., & Jackson, D. R. (2013). Classroom peer relationships and behavioral engagement in elementary school: The role of social network equity. American Journal of Community Psychology, 52(3–4), 367–379. doi:10.1007%2Fs10464-013-9603-5
   Google Scholar
• Capps, R., Fix, M. E., Ost, J., Reardon-Anderson, J., & Passel, J. (2005). The health and well-being of young children of immigrants (Report). Washington, DC: Urban Institute.
   Google Scholar
• Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Comité de gestion de la taxe scolaire de l’Île de Montréal (CGTIM). (2018). Portrait sociocultural des élèves inscrits dans les écoles publiques de l’île de Montréal. Retreived from https://www.cgtsim.qc.ca/en/documents-site-web/380-portrait-socioculturel-inscription-2018-2019/file
   Google Scholar
• Conger, D., Schwartz, A. E., & Stiefel, L. (2003). Who are our students? A statistical portrait of immigrant students in New York City elementary and middle schools. New York, NY: Taub Urban Research Center.
   Google Scholar
• Connell, J. P., Halpern-Felsher, B. L., Clifford, E., Crichlow, W., & Usinger, P. (1995). Hanging in there: Behavioral, psychological, and contextual factors affecting whether African American adolescents stay in high school. Journal of Adolescent Research, 10(1), 41–63. doi:10.1177/0743554895101004
   Web of Science ®Google Scholar
• Crosnoe, R. (2005). Double disadvantage or signs of resilience? The elementary school contexts of children from Mexican immigrant families. American Educational Research Journal, 42(2), 269–303. doi:10.3102/00028312042002269
   PubMed Web of Science ®Google Scholar
• Crosnoe, R. (2006). Health and the education of children from race/ethnic minority and immigrant families. Journal of Health and Social Behavior, 47(1), 77–93. doi:10.1177/002214650604700106
   PubMed Web of Science ®Google Scholar
• Crul, M., & Mollenkopf, J. (2012). The second generation. In M. Crul & J. Mollenkopf (Eds.), The changing face of world cities: Young adult childen of immigrants in Europe and the United States (pp. 3–25). NY: Russell Sage Foundation. doi:10.7758/9781610447911
   Google Scholar
• Crul, M., Keskiner, E., & Lelie, F. (2017). The upcoming new elite among children of immigrants: A cross-country and cross-sector comparison. Ethnic and Racial Studies, 40(2), 209–229. doi:10.1080/01419870.2017.1245432
   Web of Science ®Google Scholar
• den Brock, P., & Levy, J. (2005). Teacher-student relationships in multicultural classes: Reviewing the past, preparing the future. International Journal of Educational Research, 43(1–2), 72–88. doi:10.1016/j.ijer.2006.03.007
   Google Scholar
• den Brok, P. (2001). Teaching and student outcomes. a study on teachers’ thoughts and actions from an interpersonal and a learning activities perspective ( Unpublished doctoral dissertation). Utrecht University, Nederland. Retrieved from http://alexandria.tue.nl/openaccess/Metis211815.pdf
   Google Scholar
• Derluyn, I., Broekaert, E., & Schuyten, G. (2008). Emotional and Behavioural Problems in migrant adolescents in Belgium. European Child & Adolescent Psychiatry, 17(1), 54–62. doi:10.1007/s00787-007-0636-x
   PubMed Web of Science ®Google Scholar
• Diemer, M. A., Li, C.-H., Gupta, T., Uygun, N., Sirin, S., & Rogers-Sirin, L. (2014). Pieces of the immigrant paradox puzzle: Measurement, level, and predictive differences in precursors to academic achievement. Learning and Individual Differences, 33, 47–54. doi:10.1016/j.lindif.2014.04.005
   Web of Science ®Google Scholar
• Dimitrova, R. (2011). Children’s social relationships in the northern italian school context: Evidence for the immigrant paradox. Journal of Modern Italian Studies, 16(4), 478–491. doi:10.1080/1354571X.2011.593756
   Web of Science ®Google Scholar
• Dimitrova, R., Chasiotis, A., & van de Vijver, F. (2016). Adjustment outcomes of immigrant children and youth in Europe: A meta-analysis. European Psychologist, 21, 150–162. doi:10.1027/1016-9040/a000246
   Web of Science ®Google Scholar
• Duncan, G. J., & Brooks-Gunn, J. (2000). Family poverty, welfare reform, and child development. Child Development, 71(1), 188–196. doi:10.1111/1467-8624.00133
   PubMed Web of Science ®Google Scholar
• Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. doi:10.1037/0012-1649.43.6.1428
   PubMed Web of Science ®Google Scholar
• DuPaul, G. J., Volpe, R. J., Jitendra, A. K., Lutz, J. G., Lorah, K. S., & Gruber, R. (2004). Elementary school students with AD/HD: Predictors of academic achievement. Journal of School Psychology, 42(4), 285–301. doi:10.1016/j.jsp.2004.05.001
   Web of Science ®Google Scholar
• Ewert, S. (2009). Student misbehavior during senior year: A comparison of immigrants and the native-born. Social Science Research, 38(4), 826–839. doi:10.1016/j.ssresearch.2009.04.004
   Web of Science ®Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. doi:10.3102/00346543074001059
   Web of Science ®Google Scholar
• Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162. doi:10.1037/0022-0663.95.1.148
   Web of Science ®Google Scholar
• García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & García, H. V. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 1891–1914. Retrieved from http://www.jstor.org/stable/1131600
   PubMed Web of Science ®Google Scholar
• García Coll, C., & Szalacha, L. A. (2004). The multiple contexts of middle childhood. The Future of Children, 14(2), 81–97. doi:10.2307/1602795
   Web of Science ®Google Scholar
• Garcia-Reid, P., Reid, R. J., & Peterson, N. A. (2005). School engagement among Latino youth in an urban middle school context: Valuing the role of social support. Education and Urban Society, 37(3), 257–275. doi:10.1177/0013124505275534
   Web of Science ®Google Scholar
• Garcίa Coll, C., Patton, F., Marks, A. K., Dimitrova, R., Yang, R., Suarez, G. A., & Patricio, A. (2012). Understanding the immigrant paradox in youth: Developmental and contextual considerations. In A. S. Masten, K. Liebkind, & D. J. Hernandez (Eds.), Realizing the potential of immigrant youth (pp. 159–180). Cambridge, UK: Cambridge University Press. doi:10.1017/CBO9781139094696
   Google Scholar
• Garcίa Coll, C., & Marks, A. K. (Eds.). (2012). The immigrant paradox in children and adolescents: Is becoming American a developmental risk? Washington, DC: American Psychological Association. doi:10.1037/13094-000
   Google Scholar
• Gay, G. (2000). Culturally responsive teaching. New York, NY: Teachers College Press.
   Google Scholar
• Georgiades, K., Boyle, M. H., & Duku, E. (2007). Contextual influences on children’s mental health and school performance: The moderating effects of family immigrant status. Child Development, 78(5), 1572–1591. doi:10.1111/j.1467-8624.2007.01084.x
   PubMed Web of Science ®Google Scholar
• Gibson, M. A., & Ogbu, J. U. (1991). Minority status and schooling: A comparative study of immigrant and involuntary minorities. NewYork, NY: Garland Publishing.
   Google Scholar
• Gilks, W. R., Richardson, S., & Spiegelhalter, D. J. (1996). Introducing Markov chain Monte Carlo. In W. R. Gilks, S. Richardson, & D. J. Spiegelhalter (Eds.), Markov Chain Monte Carlo in practice: Interdisciplinary statistics (pp. 1–20). London, UK: Chapman & Hall.
   Google Scholar
• Glick, J. E., & White, M. J. (2003). The academic trajectories of immigrant youth: Analysis within and across cohorts. Demography, 40(4), 759–783. doi:10.1353/dem.2003.0034
   PubMed Web of Science ®Google Scholar
• Goodman, A., & Goodman, R. (2009). Strengths and difficulties questionnaire as a dimensional measure of child mental health. Journal of the American Academy of Child & Adolescent Psychiatry, 48(4), 400–403. doi:10.1097/CHI.0b013e3181985068
   PubMed Web of Science ®Google Scholar
• Green, G., Rhodes, J., Hirsch, A. H., Suárez-Orozco, C., & Camic, P. M. (2008). Supportive adult relationships and the academic engagement of Latin American immigrant youth. Journal of School Psychology, 46(4), 393–412. doi:10.1016/j.jsp.2007.07.001
   PubMed Web of Science ®Google Scholar
• Greenman, E. (2013). Educational attitudes, school peer context, and the “immigrant paradox” in education. Social Science Research, 42(3), 698–714. doi:10.1016/j.ssresearch.2012.12.014
   PubMed Web of Science ®Google Scholar
• Han, W. J. (2006). Academic achievements of children of immigrant families. Educational Research and Review, 1(8), 286–318. Retrieved from https://eric.ed.gov/?redir=http%3a%2f%2fwww.academicjournals.org%2fERR2%2fPDF%2fPdf2006%2fNov%2fWen-Jui%2520Han.pdf
   Google Scholar
• Harker, K. (2001). Immigrant generation, assimilation, and adolescent psychological well-being. Social Forces, 79(3), 969–1004. doi:10.1353/sof.2001.0010
   Web of Science ®Google Scholar
• Harris, A. L., Jamison, K. M., & Trujillo, M. H. (2008). Disparities in the educational success of immigrants: An assessment of the immigrant effect for Asians and Latinos. The ANNALS of the American Academy of Political and Social Science, 620(1), 90–114. doi:10.1177/0002716208322765
   Web of Science ®Google Scholar
• Harris, K. M. (1999). The health status and risk behaviors of adolescents in immigrant families. In D. J. Hernandez (Ed.), Children of immigrants: Health, adjustment, and public assistance (pp. 286–347). Washington, DC: National Academy Press. doi:10.17226/9592
   Google Scholar
• Hernandez, D. J., Denton, N. A., Macartney, S., & Blanchard, V. (2012). Children in immigrant families: Demography, policy, and evidence for the immigrant paradox. In C. T. Garcίa Coll & A. K. Marks (Eds.), The immigrant paradox in children and adolescents: Is becoming American a developmental risk? (pp. 17–36). Washington, DC: American Psychological Association. doi:10.1037/13094-000
   Google Scholar
• Institut de recherche et d’informations socioéconomiques (IRIS). (2018). Le revenu viable: Indicateur de sortie de pauvreté en 2018. Retrieved from https://cdn.iris-recherche.qc.ca/uploads/publication/file/Revenu_viable_20180414_WEB.pdf
   Google Scholar
• Irvine, J. J. (1986). Teacher–Student interactions: Effects of student race, sex and grade level. Journal of Educational Psychology, 78(1), 14–21. doi:10.1037/0022-0663.78.1.14
   Web of Science ®Google Scholar
• Kanouté, F., Gosselin-Gagné, J., Hassani, R. G., & Girard, C. (2016). Points de vue d’élèves issus de l’immigration sur leur expérience socioscolaire en contexte montréalais défavorisé. Alterstice, 6(1), 13–25. doi:10.7202/1038275ar
   Google Scholar
• Kao, G. (1999). Psychological well-being and educational achievement among immigrant youth. In D. J. Hernandez (Ed.), Children of immigrants: Health, adjustment, and public assistance (pp. 410–477). Washington, DC: National Academy Press. doi:10.17226/9592
   Google Scholar
• Kao, G. (2004). Parental influence on the educational outcomes of immigrant youth. The International Migration Review, 38(2), 427–449. doi:10.1111/j.1747-7379.2004.tb00204.x
   Web of Science ®Google Scholar
• Kao, G., & Tienda, M. (1995). Optimism and achievement: The educational performance of immigrant youth. Social Science Quarterly, 76(1), 1–19. Retrieved from http://www.jstor.org/stable/44072586
   Web of Science ®Google Scholar
• Katz, S. R. (1999). Teaching in tensions: Latino immigrant youth, their teachers, and the structures of schooling. Teacher College Record, 100(4), 809–840. doi:10.1111/0161-4681.00017
   Web of Science ®Google Scholar
• Keller, U., & Tillman, K. H. (2008). Post-secondary educational attainment of immigrant and native youth. Social Forces, 87(1), 121–152. doi:10.1353/sof.0.0104
   Web of Science ®Google Scholar
• Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. The Journal of School Health, 74(7), 262–273. doi:10.1111/j.1746-1561.2004.tb08283.x
   PubMed Web of Science ®Google Scholar
• Koomen, H. M. Y., Verschueren, K., van Schooten, E., Jak, S., & Pianta, R. C. (2012). Validating the student-teacher relationship scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample. Journal of School Psychology, 50(2), 215–234. doi:10.1016/j.jsp.2011.09.001
   PubMed Web of Science ®Google Scholar
• Lamanque-Bélanger, C. (2018). La relation entre les interactions positives avec l’enseignant et les pairs sur l’engagement affectif des élèves du primaire immigrants et non-immigrants en milieux défavorisés ( Master thesis). Papyrus, Université de Montréal digital institutional repository. Retrieved from http://hdl.handle.net/1866/21303
   Google Scholar
• Liebkind, K., Jasinskaja-Lahti, I., & Solheim, E. (2004). Cultural identity, perceived discrimination, and parental support as determinants of immigrants’ school adjustments: Vietnamese youth in Finland. Journal of Adolescent Research, 19(6), 635–656. doi:10.1177/0743558404269279
   Web of Science ®Google Scholar
• Little, T. D. (2013). Longitudinal structural equation modeling. New York, NY: The Guilford Press.
   Google Scholar
• Louie, V. (2001). Parents’ aspirations and investment: The role of social class in the educational experiences of 1.5-and second-generation Chinese Americans. Harvard Educational Review, 71(3), 438–475. doi:10.17763/haer.71.3.lv51475vjk600h38
   Web of Science ®Google Scholar
• Ma, X. (2002). The first ten years in Canada: A multi-level assessment of behavioral and emotional problems of immigrant children. Canadian Public Policy/Analyses De Politiques, 28(3), 395–418. doi:10.2307/3552229
   Web of Science ®Google Scholar
• Marks, A. K., Ejesi, K., & Garcίa Coll, C. (2014). Understanding the U.S. immigrant paradox in childhood and adolescence. Child Development Perspectives, 8(2), 59–64. doi:10.1111/cdep.12071
   Web of Science ®Google Scholar
• Mc Andrew, M., Ledent, J., Murdoch, J., & Ait-Said, R. (2011). La réussite scolaire des jeunes québécois issus de l’immigration au secondaire. Final report submitted to the Ministère de l’Éducation, du Loisir et du Sport (p. 141). Montréal, Québec, Canada: Ministère de l’Éducation, du Loisir et du Sport.
   Google Scholar
• McAndrew, M., Balde, A., Bakshaei, M., Tardif-Grenier, K., Armand, F., Audet, G., Guyon, S., Ledent, J., Lemieux, G., Potvin, M., Carpentier, A., Rahm, J., Vatz-Laaroussi, M., & Rousseau, C. (2015). La réussite éducative des élèves issus de l’immigration: dix ans de recherche et d’intervention au Québec. Montréal, QC: Presses de l’Université de Montréal.
   Google Scholar
• Merrell, C., & Tymms, P. B. (2001). Inattention, hyperactivity and impulsiveness: Their impact on academic achievement and progress. The British Journal of Educational Psychology, 71(1), 43–56. doi:10.1348/000709901158389
   PubMedGoogle Scholar
• Muthén, L. K., & Muthén, B. O. (2004). Statistical analysis with latent variables: Mplus user’s guide. Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• Organisation for Economic Co-operation and Development (OECD). (2015). Helping immigrant students to succeed at school – And beyond. Paris: OECD Publishing. Retrieved from https://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school-and-beyond.pdf
   Google Scholar
• Organisation for Economic Co-operation and Development (OECD). (2018). The resilience of students with an immigrant background: Factors that shape well-being. Paris: OECD Publishing. doi:10.1787/9789264292093-en
   Google Scholar
• Pagani, L. S., Fitzpatrick, C., Belleau, L., & Janosz, M. (2011). Prédire la réussite scolaire des enfants en quatrième année à partir de leurs habiletés cognitives, comportementales et motrices à la maternelle. Québec, QC: Institut de la statistique.
   Google Scholar
• Pagani, L. S., Tremblay, R. E., Vitaro, F., Boulerice, B., & McDuff, P. (2001). Effects of grade retention on academic performance and behavioral development. Development and Psychopathology, 13(2), 297–315. doi:10.1017/S0954579401002061
   PubMed Web of Science ®Google Scholar
• Palacios, N. (2012). An immigrant advantage in the early school trajectories of Latino preschoolers from low-income immigrant families. In C. T. Garcίa Coll & A. K. Marks (Eds.), The immigrant paradox in children and adolescents: Is becoming American a developmental risk? (pp. 185–207). Washington, DC: American Psychological Association. doi:10.1037/13094-000
   Google Scholar
• Palacios, N., Guttmannova, K., & Chase-Lansdale, P. L. (2008). Early reading achievement of children in immigrant families: Is there an immigrant paradox? Developmental Psychology, 44(5), 1381–1395. doi:10.1037/a0012863
   PubMed Web of Science ®Google Scholar
• Peguero, A. A. (2013). An adolescent victimization immigrant paradox? School-based routines, lifestyles, and victimization across immigration generations. Journal of Youth and Adolescence, 42(11), 1759–1773. doi:10.1007/s10964-012-9904-2
   PubMed Web of Science ®Google Scholar
• Peguero, A. A., & Jiang, X. (2014). Social control across immigrant generations: Adolescent violence at school and examining the immigrant paradox. Journal of Criminal Justice, 42(3), 276–287. doi:10.1016/j.jcrimjus.2014.01.003
   Web of Science ®Google Scholar
• Perreira, K. M., Harris, K. M., & Lee, D. (2006). Making it in America: High school completion by immigrant and native youth. Demography, 43(3), 511–536. doi:10.1353/dem.2006.0026
   PubMed Web of Science ®Google Scholar
• Pianta, R. C. (2001). Student-teacher relationship scale: Professional manual. Odessa, FL: Psychological Assessment Resources, Inc.
   Google Scholar
• Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher-child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7(2), 295–312. doi:10.1017/S0954579400006519
   Web of Science ®Google Scholar
• Pong, S., & Zeiser, K. L. (2012). Student engagement, school climate, and academic achievement of immigrants’ children. In C. Garcίa Coll & A. K. Marks (Eds.), The immigrant paradox in children and adolescents: Is becoming American a developmental risk? (pp. 209–232). Washington, DC: American Psychological Association. doi:10.1037/13094-000
   Google Scholar
• Pong, S., & Hao, L. (2007). Neighborhood and school factors in the school performance of immigrants’ children. The International Migration Review, 41(1), 206–241. doi:10.1111/j.1747-7379.2007.00062.x
   Web of Science ®Google Scholar
• Reddy, R., Rhodes, J. E., & Mulhall, P. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15(1), 119–138. doi:10.1017.S0954579403000075
   PubMed Web of Science ®Google Scholar
• Roffman, J., Suárez-Orozco, C., & Rhodes, J. (2003). Facilitating positive development in immigrant youth: The role of mentors and community organizations. In D. Perkins, L. M. Borden, J. G. Keith, & F. A. Villarreal (Eds.), Positive youth development: Creating a positive tomorrow (pp. 90–117). Brockton, USA: Kluwer Press.
   Google Scholar
• Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–Student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. doi:10.3102/0034654311421793
   Web of Science ®Google Scholar
• Rosenbaum, E., & Rochford, J. A. (2008). Generational patterns in academic performance: The variable effects of attitudes and social capital. Social Science Research, 37(1), 350–372. doi:10.1016/j.ssresearch.2007.03.003
   Web of Science ®Google Scholar
• Russell, A. E., Ford, T., Williams, R., & Russell, G. (2016). The association between socioeconomic disadvantage and attention deficit/hyperactivity disorder (ADHD): A systematic review. Child Psychiatry & Human Development, 47(3), 440–458. doi:10.1007/s10578-015-0578-3
   PubMed Web of Science ®Google Scholar
• Sadker, M., Sadker, D., & Zittleman, K. (2008). Teachers, schools, and society (8th ed.). New York, NY: McGraw-Hill.
   Google Scholar
• Saft, E. W., & Pianta, R. C. (2001). Teachers’ perceptions of their relationships with students: Effects of child age, gender, and ethnicity of teachers and children. School Psychology Quarterly, 16(2), 125–141. doi:10.1521/scpq.16.2.125.18698
   Web of Science ®Google Scholar
• Sam, D. L., Vedder, P., Liebkind, K., Neto, F., & Virta, E. (2008). Immigration, acculturation and the paradox of adaptation in Europe. European Journal of Developmental Psychology, 5(2), 138–158. doi:10.1080/17405620701563348
   Web of Science ®Google Scholar
• Schnell, P., Keskiner, E., & Crul, M. (2013). Success against the odds: Educational pathways of disadvantaged second-generation Turks in France and the Netherlands. Education Inquiry, 4(1), 125–147. doi:10.3402/edui.v4i1.22065
   Google Scholar
• Simpson, A. W., & Erickson, M. T. (1983). Teachers’ verbal and nonverbal communication patterns as a function of teacher race, student gender and student race. American Educational Research Journal, 20(2), 183–198. doi:10.3102/00028312020002183
   Web of Science ®Google Scholar
• Smith, S. R. (2007). Making sense of multiple informants in child and adolescents psychopathology: A guide for clinicians. Journal of Psychoeducational Assessment, 25(2), 139–149. doi:10.1177/0734282906296233
   Web of Science ®Google Scholar
• Stanton-Salazar, R. D. (2004). Social capital among working-class minority students. In M. A. Gibson, P. Gándara, & J. P. Koyama (Eds.), School connections: US Mexican youth, peers, and school achievement (pp. 18–38). New York, NY: Teachers College Press. doi:10.1207/s1532771xjle0502_6
   Google Scholar
• Strohmeier, D., Spiel, C., & Gradinger, P. (2008). Social relationships in multicultural schools: Bullying and victimization. European Journal of Developmental Psychology, 5(2), 262–285. doi:10.1080/17405620701556664
   Web of Science ®Google Scholar
• Suárez-Orozco, C., Pimentel, A., & Martin, M. (2009). The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teachers College Record, 111(3), 712–749.
   Web of Science ®Google Scholar
• Suárez-Orozco, C., Rhodes, J., & Milburn, M. (2009). Unraveling the immigrant paradox: Academic engagement and disengagement among recently arrived immigrant youth. Youth & Society, 41(2), 151–185. doi:10.1177/0044118X09333647
   Web of Science ®Google Scholar
• Suárez-Orozco, C., & Suárez-Orozco, M. (2001). Children of immigration. Cambridge, MA: Harvard University Press.
   Google Scholar
• Suárez-Orozco, C., & Suárez-Orozco, M. (2015). Children of immigration. Phi Delta Kappan, 97(4), 8–14. doi:10.1177/0031721715619911
   Web of Science ®Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2016). Using multivariate statistics (6th ed.). Boston, MA: Pearson.
   Google Scholar
• Terrill, M. M., & Mark, D. L. (2000). Preservice teachers’ expectations for schools with children of color and second-language learners. Journal of Teacher Education, 51(2), 149–155. doi:10.1177/002248710005100209
   Web of Science ®Google Scholar
• Turney, K., & Kao, G. (2012). Behavioral outcomes in early childhood: Immigrant paradox or disadvantage?. In C. T. Garcίa Coll & A. K. Marks (Eds.), The immigrant paradox in children and adolescents: Is becoming American a developmental risk? (pp. 79–107). Washington, DC: American Psychological Association. doi:10.1037/13094-000
   Google Scholar
• Tyler, K. M., Boykin, A. W., & Walton, T. R. (2006). Cultural considerations in teachers’ perceptions of student classroom behavior and achievement. Teaching and Teacher Education, 22(8), 998–1005. doi:10.1016/j.tate.2006.04.017
   Web of Science ®Google Scholar
• Vedder, P., & Horenczyk, G. (2006). Acculturation and the school. In D. L. Sam & J. W. Berry (Eds.), The Cambridge handbook of acculturation psychology (pp. 419–438). Cambridge, UK: Cambridge University Press. doi:10.1017/CBO9781316219218
   Google Scholar
• Vedder, P., Boekaerts, M., & Seegers, G. (2005). Perceived social support and well-being in school: The role of students’ ethnicity. Journal of Youth and Adolescence, 34(3), 269–278. doi:10.1007/s10964-005-4313-4
   Web of Science ®Google Scholar
• Véronneau, M. H., Vitaro, F., Brendgen, M., Dishion, T. J., & Tremblay, R. E. (2010). Transactional analysis of the reciprocal links between peer experiences and academic achievement from middle childhood to early adolescence. Developmental Psychology, 46(4), 773–790. doi:10.1037/a0019816
   PubMed Web of Science ®Google Scholar
• Vile Junod, R. E., DuPaul, G. J., Jitendra, A. K., Volpe, R. J., & Cleary, K. S. (2006). Classroom observations of students with and without ADHD: Differences across types of engagement. Journal of School Psychology, 44(2), 87–104. doi:10.1016/j.jsp.2005.12.004
   Web of Science ®Google Scholar
• Voelkl, K. E. (1995). School warmth, student participation, and achievement. The Journal of Experimental Education, 63(2), 127–138. doi:10.1080/00220973.1995.9943817
   Web of Science ®Google Scholar
• Ward, A., Stoker, H. W., & Murray-Ward, M. (1996). Achievement and ability tests-definition of the domain. Educational Measurement, 2, 2–5.
   Google Scholar
• Warikoo, N. (2004). Race and the teacher-student relationship: Interpersonal connections between West Indian students and their teachers in a New York City high school. Race Ethnicity and Education, 7(2), 135–147. doi:10.1080/1361332042000234268
   Google Scholar
• Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202–209. doi:10.1037/0022-0663.90.2.202
   Web of Science ®Google Scholar
• Wentzel, K. R. (2004). Understanding classroom competence: The role of social–Motivational and self-processes. In R. Kail (Ed.), Advances in child development and behavior (pp. 213–241). New York, NY: Elsevier.
   Google Scholar
• Wentzel, K. R., & Caldwell, K. (1997). Friendships, peer acceptance, and group membership: Relations to academic achievement in middle school. Child Development, 68(6), 1198–1209. Retrieved from http://www.jstor.org/stable/1132301
   PubMed Web of Science ®Google Scholar
• Yi, Y. (2009). Adolescent literacy and identity construction among 1.5 Generation students: From a transnational perspective. Journal of Asian Pacific Communication, 19(1), 100–129. doi:10.1075/japc.19.1.06yi
   Google Scholar
• Zimmer, R. W., & Toma, E. F. (2000). Peer effects in private and public schools across countries. Journal of Policy Analysis and Management, 19(1), 75–92. doi:10.1002/(ISSN)1520-6688
   Web of Science ®Google Scholar