Monitor on Psychology - January 2012 - (Page 87)

the ImmIgrAnt PArAdox In ChIldren And AdolesCents Is Becoming American a Developmental Risk? Edited by Cynthia García Coll and Amy Kerivan Marks Many academic and public policies promote rapid immigrant assimilation. Yet, researchers have recently identified an emerging pattern, known as the “immigrant paradox,” in which assimilated children of immigrants experience diminishing developmental outcomes and educational achievements. This volume examines these controversial findings by asking how and why highly acculturated youth may fare worse academically and developmentally than their less assimilated peers, and under what circumstances this pattern is disrupted. This timely compilation of original research is aimed at understanding how acculturation affects immigrant child and adolescent development. Chapters explore the question “Is Becoming American a Developmental Risk?” through a variety of lenses—psychological, sociological, educational, and economic. Contributors compare differential health, behavioral, and educational outcomes for foreign- and native-born children of immigrants across generations. While economic and social disparities continue to present challenges impeding child and adolescent development, particularly for U.S.born children of immigrants, findings in this book point to numerous benefits of biculturalism and bilingualism to preserve immigrants’ strengths. 2012. 320 pages. Hardcover. List: $69.95 | APA Member/Affiliate: $49.95 | ISBN 978-1-4338-1053-4 | Item # 4318097 Contents I. Is There an “Immigrant Paradox”? | 1. Children in Immigrant Families: Demography, Policy, and Evidence for the Immigrant Paradox, Donald J. Hernandez, Nancy A. Denton, Suzanne Macartney, and Victoria L. Blanchard | 2. Historical Origins of the Immigrant Paradox for Mexican American Students: The Cultural Integration Hypothesis, Raymond Buriel | 3. Studying the Immigrant Paradox in the Mexican-Origin Population, Robert Crosnoe | II. Behavior and Health Outcomes Across Generations | 4. Behavioral Outcomes in Early Childhood: Immigrant Paradox or Disadvantage?, Kristen Turney and Grace Kao | 5. Exploring the Immigrant Paradox in Adolescent Sexuality: An Ecological Perspective, Marcela Raffaelli, Hyeyoung Kang, and Tristan Guarini | 6. Immigrant Generational Status and Delinquency in Adolescence: Segmented Assimilation and Racial/Ethnic Differences, Hoan Bui | III. Family and Community Factors Affecting Academic Outcomes | 7. Bilingualism and Academic Achievement: Does Generation Status Make a Difference?, Wen-Jui Han | 8. The Development of an Immigrant Advantage in the Early School Trajectories of Latino Preschoolers from Low-Income Immigrant Families, Natalia Palacios | 9. Student Engagement, School Climate, and Academic Achievement of Immigrants’ Children, Suet-ling Pong and Kristina L. Zeiser | 10. Immigrant Gateway Communities: Does Immigrant Student Achievement Vary by Location?, Dylan Conger and Meghan Salas Atwell | 11. In Spite of the Odds: Undocumented Immigrant Youth, School Networks, and College Success, Roberto Gonzales | 12. Immigrant Youth in Postsecondary Education, Lingxin Hao and Yingyi Ma | IV. Concluding Remarks | 13. The Intersection of Aspirations and Resources in the Development of Children from Immigrant Families, Andrew J. Fuligni Also of Interest Informing Research, Pedagogy, and Policy Eugene E. García and José E. Náñez, Sr. 2011. 242 pages. Hardcover. List: $69.95 | APA Member/Affiliate: $49.95 ISBN 978-1-4338-0879-1 | Item # 4318087 Bilingualism and Cognition Methodological Challenges and Best Practices George P. Knight, Mark W. Roosa, and Adriana J. Umaña-Taylor 2009. 224 pages. Hardcover. studying ethnic minority and economically disadvantaged Populations An Ecological Perspective Edited by Gary W. Evans and Theodore D. Wachs 2010. 277 pages. Hardcover. Chaos and Its Influence on Children’s development List: $49.95 | APA Member/Affiliate: $39.95 ISBN 978-1-4338-0474-8 | Item # 4318056 List: $59.95 | APA Member/Affiliate: $39.95 ISBN 978-1-4338-0565-3 | Item # 4318065 APA Books orderIng InformAtIon: 800-374-2721 • www.apa.org/pubs/books In Washington, DC, call: 202-336-5510 • TDD/TTY: 202-336-6123 • Fax: 202-336-5502 In Europe, Africa, or the Middle East, call: +44 (0) 1767 604972 AD1087 http://www.apa.org/pubs/books/4318097.aspx http://www.apa.org/pubs/books/4318097.aspx http://www.apa.org/pubs/books/4318056.aspx http://www.apa.org/pubs/books/4318087.aspx http://www.apa.org/pubs/books/4318065.aspx http://www.apa.org/pubs/books/4318087.aspx http://www.apa.org/pubs/books/4318056.aspx http://www.apa.org/pubs/books/4318065.aspx http://www.apa.org/pubs/books/4318056.aspx http://www.apa.org/pubs/books/4318065.aspx http://www.apa.org/pubs/books/4318056.aspx http://www.apa.org/pubs/books/4318065.aspx http://www.apa.org/pubs/books/4318056.aspx http://www.apa.org/ http://www.apa.org/pubs/books

Table of Contents for the Digital Edition of Monitor on Psychology - January 2012

Monitor on Psychology - January 2012
Letters
President’s Column
Contents
Contents
From the CEO
Apa’s Statement on the Dsm-5 Development Process
Girl Scouts Badge Promotes Positive Psychology
Early Investments Pay Off for Poor Children, Study Finds
Apa Meets With Chinese Psychological Society to Further Interaction and Exchange
Unique Opportunity for Psychologists to Travel to Cuba
In Brief
Government Relations Update
On Your Behalf
Psychology’s Growing Library of Podcasts
Standing Up for Psychology
Judicial Notebook
Random Sample
Time Capsule
Questionnaire
Science Watch
Beyond Psychotherapy
Perspective on Practice
Yes, Recovery Is Possible
Inequity to Equity
Making E-Learning Work
New Standards for High School Psychology
A Trailblazer Moves On
Psychologist Profile
Plan Now for Psychology’s Regional Meetings
New Journal Editors
Apa News
Division Spotlight
American Psychological Foundation
Personalities

Monitor on Psychology - January 2012