Using the cultural-ecological and culturally relevant theory as the theoretical overarching framework, this study works to quantify the high school achievement gap in mathematics and reading IRT scores between immigrants and U.S.-born black minorities as well as between these students and whites. Based on a nationally representative sample of 1,669 black and 8,682 white students from the NCES Education Longitudinal Study of 2002, a hierarchical linear regression model confirmed that the achievement in mathematics and reading was statistically significant and higher for voluntary compared to involuntary black minorities, but with a small effect size of about one-tenth of a standard deviation. The black-white achievement gap among native black students in these subjects was found to be approximately three times that of voluntary immigrants. The study recommends a critical analysis of individual and structural variables that influence the academic performance of diverse black minority students.
Giraldo-Garcia, Regina J. and Bagaka's, Joshua G.
"Critical Analysis of the Educational Success of African Immigrants and African Americans in the U.S.,"
Journal of Global Initiatives: Policy, Pedagogy, Perspective: Vol. 11
, Article 2.
Available at: http://digitalcommons.kennesaw.edu/jgi/vol11/iss2/2