Immigration from Mexico into the Math/Science Pipeline in American Education*

  • Crosnoe R
  • Lopez-Gonzalez L
  • Muller C
  • 28


    Mendeley users who have this article in their library.
  • N/A


    Citations of this article.


Objectives. The purpose of this study was to explore generational differences in math/science enrollment and achievement among Mexican-American students and the role of family and school contexts in these differences. Methods. We applied survey regression techniques to data from 12,020 adolescents in the National Longitudinal Study of Adolescent Health. Results. Native-born Mexican-American students had lower math/science enrollment than their peers, especially after differences in family and school contexts were taken into account. Mexican-American immigrants had lower achievement when enrolled in such classes, but this was explained by their greater level of family and school disadvantages. Conclusions. Persistence and success in the math/science pipeline, a mechanism of social mobility in the modern economy, would likely be enhanced in the fast-growing population of Mexican-American students by improvements in family resources and school organization.

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document


  • Robert Crosnoe

  • Lorena Lopez-Gonzalez

  • Chandra Muller

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free