The impact of serial migration on the psychological adjustment and academic performance of West Indian immigrant children
Item
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Title
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The impact of serial migration on the psychological adjustment and academic performance of West Indian immigrant children
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Identifier
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d_2009_2013:814b6e1f3946:11176
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identifier
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11563
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Creator
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Howell-Whittaker, Oshika,
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Contributor
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Marian C. Fish
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Date
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2012
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Multicultural Education | Caribbean | serial migration | West Indian
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Abstract
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For many years, serial migration, a pattern in which parents migrate first and send for their children at a later date, has become a common way of life for many West Indian immigrant families. This study examined the impact of serial migration on the psychological adjustment and academic achievement of West Indian children.;Fifty-two parents of children (aged 7--18) who migrated within the past 10 years participated in the study. Twenty-one of the participants were parents from families who migrated with their children, while 31 were parents from families that migrated before, and were later reunited with their children in the United States. Participants completed three questionnaires comprised of: (1) The Child Behavior Checklist, (2) The Family Adaptability and Cohesion Scale and (3) a family demographic questionnaire. Each participant was compensated 20 dollars for completing the questionnaires.;The results of the study showed that when compared to children who migrate with their families, children who migrate after their parents experience significantly more externalizing behavior difficulties. However, they did not exhibit more internalizing problems, nor were their grades affected. Among the sample of serially migrated families, the study found that it is the mother who typically migrates first leaving the children, and this results in the child demonstrating significantly more externalizing behavior problems after reunion. In addition, the results revealed that children who are reunited into a family with new members also exhibit more externalizing behavior problems than their counterparts. Other findings indicate that parents who are younger and less educated engage in serial migration, while parents who are more educated and older engage in family migration. In terms of family functioning for the sample of participants, the results showed that good family communication significantly reduces the risk of externalizing behavior problems in children following migration.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
