Bicultural Identity and Academic Achievement: The Second- Generation Immigrant Student Experience

Abstract

By comparing the academic processes of immigrant groups, this review aimed to explore the impact of immigration status and cultural backgrounds on academic achievement. By exploring acculturation, parental expectations, self-efficacy, goal adjustment, motivation, and control beliefs of university students, the constructs best correlated to academic achievement were explored. In investigating first, second, and third-generation immigrant groups, many contrasts were evident amongst these groups. It was found that not only do these groups differ in their academic achievements, but these groups are unique from one another in key areas. This article specifically explores the differences in constructs amongst immigrant groups with an analysis provided to highlight existing results of quantitative comparisons supplementing the literature.