The Longitudinal Immigrant Families and Teachers Study (LIFTS) examines parent and teacher perceptions of first graders with immigrant parents. Specifically, we are interested in examining how family characteristics and parental practices influence teacher perceptions of the academic achievement and psychological well-being of their students with immigrant backgrounds. This is a longitudinal study and data will be gathered in three waves. The first wave was implemented during the 2006-07 school year with a cohort of first graders. Data was then gathered from parents and teachers for the next two years when the same cohort was in the second and third grade.
This project is funded by a grant from Foundation for Child Development.
|Sirin, S.R., & Ryce, P. (2009). Cultural incongruence between teachers and families: Implications for immigrant students. In R. Takanishi & E. Grigerenko (Eds.). Immigration, diversity, and education. (pp. 151-169). Routledge/Taylor: London.|
|Sirin, S.R., Ryce, P., & Mir, M. (2009). How teachers' values affect their evaluation of children of immigrants. Early Childhood Research Quarterly, 24(4), 463-473.|
|Hauser-Cram, P., Warfield, M.E., Stadler, J., & Sirin, S.R. (2006). School environments and the diverging pathways of students living in poverty. In A.C. Huston & M.N. Ripke (Eds.). Developmental Context of Middle Childhood: Bridges to Adolescence and Adulthood. (pp. 198-216). New York: Cambridge University Press.|