Research Analysis Matrix - 6918
Use this matrix as a tool to build your final literature review. By filling in the matrix for each
article, you should begin to see connections within the results and implications columns. Use
these connections as a starting point for synthesizing the articles in your literature review.
Authors Research
Questions
Methods Results Implications
Durham, Rachel E English oral
language ability:
1. What immigrant
and demographic
characteristics are
associated with
early English oral
language ability at
the start of
Kindergarten?
2. How does
generation status
mediate the
relationships
between ethnicity
and English
ability?
3. How does
socioeconomic
status (SES)
further mediate
the relationships
between ethnicity,
generation status,
and English
ability?
Whether
immigrant families
show greater
levels of a
The data
sample is based on
the Early
Childhood
Longitudinal
Study-
Kindergarten
(KCLS-K) which
contains
assessments of
performance in
language, reading,
math, and science
as well as
measures of family
context and
socioeconomic
background from
parent interviews.
Also provided is
information on
minority
concentration,
students with
limited English
proficiency, and
proportion of
students eligible
for free/reduced
lunch.
The study
group contains
9,758 cases. All
Time spent
in the U.S.
(generation
status) as well as
ethnicity are the
primary
determinants of
English ability at
the start of formal
schooling. 1
st
and
2
nd
generation
students are rated
as having better
overall classroom
success and
parents that
expressed higher
educational
expectations for
their children,
than 3
rd
generation
students. In
regards to
parental
educational
expectations and
students
perceived levels of
school effort,
these are valid
measures of
immigrant
optimism and the
First, there
are certain groups
of students within
the American
educational system
who are especially
at risk for
educational failure,
especially
Mexicans and
uncategorized
Hispanics due to
the lower
socioeconomic
status of their
families, the high
ethnic
concentrations in
their schools, and
weak English-
speaking abilities.
Second,
immigrant parents
hold higher
expectations for
third-generation
and higher
children.
Therefore, these
children are rated
more positively by
teachers on work
ethic. This
supports
construct
proposed in the
literature,
"immigrant
optimism":
1. Is there
evidence of
"immigrant
optimism"?
2. Do first and/or
second-generation
immigrant
students show
higher levels of
school effort, and
do their parents
have higher
education
expectations than
native U.S.-born
students?
3. Do SES and
early English oral
language ability
mediate these
relationships?
How demographic
background
characteristics are
affected by
generation status:
1. How does
academic
performance in
the fifth grade in
reading, math, and
science for first
and second-
generation
immigrant
students compare
to that of third or
higher-generation
students?
2. Does
language minority
(LM) students
were selected
from the original
ECLS-K sample
plus all
Kindergarten
students from the
base year of data.
hypothesis is
supported.
Early oral
language skills in
the language in
which school is
delivered are
inextricably
related to later
achievement.
Overall, Mexicans,
Puerto Ricans,
Hispanics, Asians
(excluding Indians
and Chinese), and
Blacks begin
formal schooling
with lower levels
of achievement
than non-Hispanic
whites.
immigrant
optimism or the
fact that
immigrants have
more optimistic
orientations
toward schooling
as an avenue for
success.
Finally, 1
st
and 2
nd
generation
students had
achievement
similar to that of
3
rd
generation
students.
However, when
English language
abilities are
controlled, 1
st
and
2
nd
generation
students have
higher
achievement.
There needs to be
a special emphasis
on English
language
remediation for
immigrant
students. Early
English classes
with higher
academic rigor are
necessary to
establish strong
academic English
skills early.
Besides
English learning,
proper
assessments
should be
conducted at the
level of the
student rather
than the school or
classroom level.
performance vary
by ethic group net
of generation
status?
3. Does early
English oral
language ability
significantly
medicate the
relationship
between
generation status
and fifth-grade-
subject-area
performance?
Whether the
relationships
between
immigrant
background
characteristics,
language,
optimism, and
achievement
interact with time:
1. How does
performance from
first through fifth
grade in reading
and math vary
over time?
2. How are
variations over
time affected by
ethnicity,
generation status,
SES, family
composition and
early-English oral
ability?
3. Do school
contextual
characteristics,
such as ethnic
concentration,
socioeconomic
That way,
personnel can
determine
whether students
are improving their
English language
skills. These
assessments
should also include
English-language
tests, not just
subject-matter
based tests.
While 1
st
and
2
nd
generation
students generally
receive much
parental support,
school personnel
should encourage
parental
participation with
childrens school
work which may
include regular
meetings, English
instruction for
parents, or a
language liaison to
properly
communicate all
expectations for
their children.
concentration, and
proportions of
limited-English
proficient (LEP)
students, explain
variation in
subject area
performance
growth beyond
individual
characteristics?
Chiu, Ming
Ming; Pong, Suet-
ling; Mori,
Izumi; Chow,
Bonnie Wing-Yin
1. Whether
cognitive and
emotional school
engagements are
distinct by testing
whether attitude
toward school and
sense of belonging
at school are
highly correlated,
weakly correlated,
or largely
dependent.
2. Whether the
cognitive and
emotional school
engagements of
adolescents differ
across
immigration status
(native, first
generation
immigrant, second
generation
immigrant).
3. Whether
adolescents who
speak foreign
languages at home
have lower
cognitive and
emotional school
engagements than
native speakers.
4. Whether the
association
between
Data was
collected via
surveys conducted
by The
Organization for
Economic
Cooperation and
Developments
Program for
International
Student
Assessment
(OECD-PISA). Data
is also from the
schools
mathematics test
scores, economic
data from the
World Bank,
political data from
a previous study,
cultural values
data from a
previous study,
and religion data
from the CIA.
OECD-PISA
asked 276,165
fifteen-year-old
students to
complete 30-40
minute
questionnaires.
The students
represent 41
countries of
The results
showed that
attitude toward
school and sense
of belonging at
school are distinct,
weakly correlated
ideas. Immigrant
status showed
opposite
relationships with
each type of
school
engagement while
teacher variables
were linked
positively to both
types of school
engagements.
Attitude toward
school and sense
of belonging at
school are weakly
correlated. Thus,
students with
better attitudes
toward school are
only somewhat
more likely to
have a greater
sense of belonging
at school.
Schools
immigrant status
were linked
significantly to
school
There is a
potentially
powerful impact
that teachers can
have on students
school
engagement since
perceived teacher-
student
relationship
showed the
strongest link to
both cognitive and
emotional
components of
school
engagement.
Future
research should
examine the actual
process of school
engagement
formation in
immigrant and
native students
with longitudinal
design beyond the
scope of fifteen-
year old students.
Also, other
outcome variables
can be tested such
as attentional in
class and
participation in
school activities to
provide a wider
immigrant status
and school
engagement is
retained after
controlling for
family, school,
schoolmate, and
country
characteristics.
diverse economic
and cultural
contexts ranging
from poor,
unequal,
collectivist nations
to rich, egalitarian,
and individualistic
nations.
engagement, but
had opposite
relationships to its
cognitive versus
emotional
components. First-
generation
immigrants had
the best attitudes
toward school
followed by 2
nd
generation
immigrants, and
then native
students.
However, native
students had the
highest sense of
belonging
followed by
second generation
immigrants and
finally 1
st
generation
immigrants.
Overall, recent
immigrants better
attitudes toward
school are not
sufficient to yield
greater academic
achievement or
greater sense of
belonging
compared to
native students.
Educational
resources, cultural
capital and
teacher-student
relationships can
help explain the
relationships
between
immigration status
and school
engagements.
picture of school
engagement.
Stebleton, Michael
J.; Soria, Krista M.;
Huesman Jr.,
Ronald L.; Torres,
Vasti
What is the
relationship
between campus
climate and sense
of belonging for
recent immigrant
generations (i.e.,
foreign born) who
attend large,
public research
institutions
located in the
United States?
The Student
Experience in the
Research
University (SERU)
survey consortium
consists of six
universities
throughout the
U.S.: the
University of
California, Berkley,
University of
Florida, University
of Michigan,
University of
Minnesota-Twin
Cities, University
of Pittsburg, and
Rutgers University.
The survey
discusses
students
perception of
campus climate,
academic
engagement,
global and
international
engagement, and
community
engagement.
This scan of
the overall
undergraduate
experience was
completed by
58,017 students.
They ranged from
first-year to senior
students. First-
generation status
was based on
students report of
their parents
education level,
social class status,
birth location of
Campus
climate is
positively
predictive of first
and second-wave
immigrant
students sense of
belonging but
faculty
interactions are
not predictive of
second-wave
students sense of
belonging.
Immigrant
students have
varied experiences
based on their
time of arrival in
the U.S. More
recent immigrant
students have
unique issues such
as mastering the
English language
compared to
Wave 1 students
who most likely
attended primary
and secondary
school in the U.S.
Also, strong peer
relationships help
to create a sense
of belonging.
Educational
personnel should
consider these
differences when
working with
immigrant
students and
provide all possible
resources for
success.
There is great
importance in
physical spaces
such as cultural
centers, advising
offices, womens
centers, and
cultural student
organization
rooms since they
promote a sense of
belonging as well
as become
symbolic and
honoring of
traditions.
Stakeholders
should consider
designing a range
of spaces to help
immigrant
students develop
identity-based
places on campus.
The study can
delve beyond self-
reported study
data and large-
scale universities
to incorporate
more quantitative
data across a
larger scope of
campus.
grandparents,
birth location of
parents, and birth
location of the
student. Students
were separated
into waves: 1
and 2, based on
age of arrival to
the U.S. Wave 1
were students
who arrived to the
U.S. by age 12 and
Wave 2 were
students who
arrived after the
age of 13.
Carhill, Avary;
Surez-Orozco,
Carola; Pez,
Mariela
This study;
1. Describes
patterns of English
language
proficiency and
language use in a
diverse sample of
adolescent
newcomer
immigrant
students,
2. Examines
whether social
context factors
(individual, home
language
environment,
exposure to
English at school
and in informal
social situations,
and school quality)
affect English
language
proficiency
outcomes, and
3. Considers
whether the effect
of social context
factors in English
Data from
the LISA
(Longitudinal
Immigrant Student
Adaptation) study
was used. It is a
five-year
longitudinal study
that used
interdisciplinary
and comparative
approaches, mixed
methods, and
triangulated data
to document
patters of
adaptation among
newly-arrived
immigrant
students.
Schools in
Boston and San
Francisco with
high densities of
immigrant
students were
selected to
participate. Youth
whose parents
were from the
same country of
Social
context variables
are associated
with second-
language learning
outcomes.
Acquiring
academic English
language
proficiency takes a
significant amount
of timenearly
seven years on
average. Chinese
students had
significantly higher
English language
proficiency.
Students
that used English
in informal
situations
demonstrated
higher English
proficiency.
Attending
schools where
high percentages
of students lived
in poverty and low
percentages of
School
personnel must
identify the peer,
school, and
community
resources
newcomer
students may be
able to utilize in
advancing their
English skills.
Teacher training
should emphasize
the role of social
context factors in
individual language
learning outcomes.
A continued
focus on
adolescent
immigrant
students and how
they can achieve
academic success
while learning
English is needed.
Further research
could explore the
social processes of
schooling that
facilitate English
language
proficiency rates
varies as a
function of home,
exposure to
English, or school
quality factors.
origin were
identified.
A sample of
274 newcomer
immigrant
students
representing
China, the
Dominican
Republic, Haiti,
Central America,
and Mexico was
recruited from
seven school
districts. Their
ages ranged from
14 to 19 years old.
All spent at least
two-thirds of their
lives in their
country of origin
and spoke a native
language other
than English upon
arrival.
students reached
the proficient level
of ELA (English
Language Arts)
had a strong
negative
relationship with
English language
proficiency.
Overall,
students English
language
proficiency was
influenced by age,
time in the U.S.,
maternal
education,
parental English
skills, opportunity
to speak English in
informal settings,
and school ELA
proficiency rate.
language learning.
