Mexican-Origin Multigenerational Educational Attainment. Degree Completion among First Generation, 1.5 Generation, and U.S.-born Mexicans

      Аннотация: Educational attainment among Mexicans in the United States continues to be a growing concern for many. Academic success among this population is lagging behind the dominant population and other ethnic/racial minorities. Differing rates of educational attainment and degree completion based on generation have not been well researched or documented, but may have significant implications for this population. Research has shown that degree credentials are key to eventual labor market outcomes. Increasing numbers of Mexicans in the United States public school system and disproportionate academic success point to a need for further examination. Using long survey United States Census data, this research will specifically address if degree completion differs among generation for Mexican-origin students. The aim of this research is to shed light across disciplines for measuring and promoting successful educational attainment among Mexicans in the United States.

Ключевые слова: Cultural Capital, degree completion, Education, Gender, Generation, immigrant youth, minorities, social capital, Educational Attainment, Assimilation Theory, Chicanos and Latinos, Mexicans, Sociological Theory, Segmented Assimilation, U.S. Census Data, Multinomial Logistic Regression, Associate Degree, IPUMS, High School Completion, Immigrant Groups, Bivariate and Multivariate Analysis, Labor Market Outcomes, 1.5 Generation, Classic Assimilation, Racially and Ethnic Minority Students, Marital Status, Birthplace, Citizenship Status, English Proficiency