Neighborhood Context and Immigrant Young Children’s Development

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Abstract

This study explored how neighborhood social processes and resources, relevant to immigrant families and immigrant neighborhoods, contribute to young children’s behavioral functioning and achievement across diverse racial/ethnic groups. Data were drawn from the Project on Human Development in Chicago Neighborhoods, a neighborhood-based, longitudinal study with cohorts of children first seen at birth, 3 years, and 6 years of age and followed over 6 years (N = 3,209; 37% Mexican American, 33% Black, 15% White, 9% Puerto Rican, 4% other Latino, and 2% other races/ethnicities; 44% immigrant). Results of multilevel models suggest that the immigrant status of children’s families was a more consistent moderator of associations between neighborhood processes and children’s development than the immigrant concentration of their neighborhoods, but the nature of these associations depended on the outcome and racial/ethnic group considered.

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