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The Benefits of Biculturalism: Exposure to Immigrant Culture and Dropping out of School among Asian and Latino Youths

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  • Cynthia Feliciano

Abstract

Objective. This study examines how retaining an immigrant culture affects school dropout rates among Vietnamese, Koreans, Chinese, Filipinos, Japanese, Mexicans, Puerto Ricans, and Cubans. Methods. I use 1990 Census data to analyze how language use, household language, and presence of immigrants in the household affect dropping out of school. Results. Overall, I found that these measures have similar effects on these diverse groups: bilingual students are less likely to drop out than English‐only speakers, students in bilingual households are less likely to drop out than those in English‐dominant or English‐limited households, and students in immigrant households are less likely to drop out than those in nonimmigrant households. Conclusions. These findings suggest that those who enjoy the greatest educational success are not those who have abandoned their ethnic cultures and are most acculturated. Rather, bicultural youths who can draw resources from both the immigrant community and mainstream society are best situated to enjoy educational success.

Suggested Citation

  • Cynthia Feliciano, 2001. "The Benefits of Biculturalism: Exposure to Immigrant Culture and Dropping out of School among Asian and Latino Youths," Social Science Quarterly, Southwestern Social Science Association, vol. 82(4), pages 865-879, December.
    • Handle: RePEc:bla:socsci:v:82:y:2001:i:4:p:865-879
    DOI: 10.1111/0038-4941.00064
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    Cited by:

    1. Brian Duncan & Stephen J. Trejo, 2017. "The Complexity of Immigrant Generations: Implications for Assessing the Socioeconomic Integration of Hispanics and Asians," ILR Review, Cornell University, ILR School, vol. 70(5), pages 1146-1175, October.
    2. Cynthia Feliciano & Yader R. Lanuza, 2016. "The Immigrant Advantage in Adolescent Educational Expectations," International Migration Review, Wiley Blackwell, vol. 50(3), pages 758-792, September.
    3. Kelly Balistreri, 2010. "Welfare and the Children of Immigrants: Transmission of Dependence or Investment in the Future?," Population Research and Policy Review, Springer;Southern Demographic Association (SDA), vol. 29(5), pages 715-743, October.
    4. Chiswick, Barry R. & Gindelsky, Marina, 2014. "Determinants of Bilingualism among Children," IZA Discussion Papers 8488, Institute of Labor Economics (IZA).
    5. Kevin Thomas, 2009. "Parental characteristics and the schooling progress of the children of immigrant and U.S.-born blacks," Demography, Springer;Population Association of America (PAA), vol. 46(3), pages 513-534, August.
    6. Marina Gindelsky, 2019. "Testing the acculturation of the 1.5 generation in the United States: Is there a “critical” age of migration?," Review of Economics of the Household, Springer, vol. 17(1), pages 31-65, March.
    7. Brian Duncan & Stephen J. Trejo, 2018. "Socioeconomic Integration of U.S. Immigrant Groups over the Long Term: The Second Generation and Beyond," NBER Working Papers 24394, National Bureau of Economic Research, Inc.
    8. Barry R. Chiswick & Marina Gindelsky, 2016. "Determinants of bilingualism among children: an econometric analysis," Review of Economics of the Household, Springer, vol. 14(3), pages 489-506, September.
    9. Krista Perreira & Kathleen Harris & Dohoon Lee, 2006. "Making it in America: High school completion by immigrant and native youth," Demography, Springer;Population Association of America (PAA), vol. 43(3), pages 511-536, August.

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