Immigrants are among the fastest growing population of children in American schools.
Although there is a significant body of literature on a variety of aspects of immigration, the research on the adaptation of the children of immigrants is quite limited. While issues of variability in school adaptations and outcomes among immigrant students have been considered, there is to date no systematic study examining psychocultural changes over time as different groups of immigrant youths adapt to American schools. In order to examine these factors, this project was developed as a longitudinal, interdisciplinary, and comparative study to document continuities and discontinuities in immigrant educational attitudes and adaptations over time. A total of 400 students, aged 9 to 14 and equated by gender, are being followed for a period of 5 years. Students were recruited from Boston area and San Francisco area schools.