Research on generational differences in immigrant youths’ academic achievement has yielded conflicting findings. This meta-analysis reconciles discrepant findings by testing meta-analytic moderators. Fifty-three studies provided 74 comparisons on academic outcomes. First- and second-generation youths did not significantly differ on academic achievement (Hedges’s g =.01), and second-generation students performed slightly better than third-or-later–generation peers (g =.12). Moderation tests indicated that second-generation immigrants outperformed first-generation students on standardized tests (g =.20) and earned better grades than third-or-later–generation peers (g =.20). Immigrant advantage was stronger for Asian, low-socioeconomic, and community samples. Immigrant advantage may be overestimated in studies that use self-reported rather than school-reported achievement. Together, our results suggest a small, heterogeneous second-generation immigrant advantage that varies by immigrant population and study characteristics.
CITATION STYLE
Duong, M. T., Badaly, D., Liu, F. F., Schwartz, D., & McCarty, C. A. (2016). Generational Differences in Academic Achievement Among Immigrant Youths: A Meta-Analytic Review. Review of Educational Research, 86(1), 3–41. https://doi.org/10.3102/0034654315577680
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