Discrimination, Ethnic Identity, and Academic Outcomes of Mexican Immigrant Children

Bradley, Rebecca
INFO 266
Fall 2016


Spears Brown, C., & Chu, H. (2012). Discrimination, ethnic identity, and academic outcomes of Mexican immigrant children: the importance of school context. Child Development, 83(5), 1477-1485.


The authors of this study interviewed 204 first-generation and second-generation Mexican immigrant children in 19 different schools in which the majority of the students were predominantly White to determine how discrimination can diminish ethnic identity and lower academic success. In many previous studies cited in this article, a positive ethnic identity was directly linked to greater school success. According to Fuligni, Witkow, and Garcia (2005), youth with positive regard for their ethnicity had more interest in school and believed they were respected by their teachers. Further research by Richards, Brown, and Forde (2007) shows that teachers who value diversity and who adopt culturally inclusive pedagogy can increase engagement and academic achievement among Latino students. 

In broad terms, the research in this study shows that educators who embrace ethnic diversity and multiculturalism help children develop a more positive self-identity, which ultimately leads to greater academic achievement. Sadly, teachers who discriminate against Latino children or who ignore cultural differences can make these children feel excluded and less valuable. In conclusion, this article echoes many others I have read recently indicating that educators play a crucial role in the development of a child’s self-image, either positive or negative, and his or her future academic success.