Enclave Effect or Selection Effect? Early Academic Performance of Mexican Children in Enclave Neighborhoods

Jacob Hibel, Purdue University
Matthew Hall, University of Illinois at Chicago

In this paper, we examine kindergarten through eighth grade reading and mathematics achievement trajectories among children of Mexican descent. By estimating mixed-effects growth curve models, we show that first- and second-generation children and those who live in Mexican enclave neighborhoods begin school with lower levels of reading and mathematics achievement than third-plus generation children and children living in non-enclave neighborhoods. However, this initial disadvantage is largely explained by enclave residents’ lower average family SES. Children of immigrant mothers who live in non-enclave neighborhoods and third-plus generation enclave residents are also disadvantaged with respect to their reading ability gains over the elementary and middle school years. However, children of immigrant mothers who live in enclave communities do not demonstrate this deleterious pattern.