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Disparities in high school completion among Latinos: The role of the age-at-arrival and immigration status

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  • Diaz-Strong, Daysi X.
  • Ybarra, Marci A.

Abstract

In comparing educational outcomes among Latino immigrants and their native-born peers, prior research has largely overlooked the potential roles of age-at-arrival to the United States and immigration status. To address these oversights, this study considers the relationships between age-at-arrival and immigration status (citizen, authorized, and unauthorized) on high school completion among a sample of Latino adults (N=932) from the 2001 Los Angeles Family and Neighborhood Survey (LA FANS). Results from weighted logistic regression models suggest that, irrespective of age-at-arrival to the United States, having an authorized or unauthorized immigration status is significantly associated with a lower likelihood of high school completion. Moreover, no significant differences were found in high school completion between early and later childhood arrivals once accounting for immigration status and other covariates. This study suggests that immigration status plays an important role in high school completion and should be considered in efforts to improve educational outcomes among Latino immigrants.

Suggested Citation

  • Diaz-Strong, Daysi X. & Ybarra, Marci A., 2016. "Disparities in high school completion among Latinos: The role of the age-at-arrival and immigration status," Children and Youth Services Review, Elsevier, vol. 71(C), pages 282-289.
    • Handle: RePEc:eee:cysrev:v:71:y:2016:i:c:p:282-289
    DOI: 10.1016/j.childyouth.2016.11.021
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    References listed on IDEAS

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    Cited by:

    1. Diaz-Strong, Daysi Ximena, 2021. "“Why we could not study:” The gendered enrollment barriers of 1.25 generation immigrants," Children and Youth Services Review, Elsevier, vol. 122(C).

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