Access to institutional resources as a measure of social exclusion: relations with family process and cognitive development in the context of immigration.

Research output: Contribution to journalArticle

Abstract

Few studies have examined how experiences associated with being an undocumented immigrant parent affects children's development. In this article, the authors apply social exclusion theory to examine how access to institutional resources that require identification may matter for parents and children in immigrant families. As hypothesized, groups with higher proportions of undocumented parents in New York City (e.g., Mexicans compared to Dominicans) reported lower levels of access to checking accounts, savings accounts, credit, and drivers' licenses. Lack of access to such resources, in turn, was associated with higher economic hardship and psychological distress among parents, and lower levels of cognitive ability in their 24-month-old children. (c) 2008 Wiley Periodicals, Inc.

Original languageEnglish (US)
Pages (from-to)63-86
Number of pages24
JournalNew directions for child and adolescent development
Volume2008
Issue number121
DOIs
StatePublished - 2008

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology

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