GENERATIONAL-DIFFERENCES IN EDUCATIONAL-ATTAINMENT AMONG MEXICAN-AMERICANS

Objective. Recent research on generational differences in the educatio nal attainment of Latinos provides evidence in support of both the cla ssic and segmented models of assimilation. The goal of this study is t o evaluate which model best accounts for the generational patterns of educational attainment among Mexican Americans. Methods. Using a newly released data set, the Latino Panel Study of Income Dynamics, the gen erational differences in three educational outcomes among Mexican Amer icans are examined. Results. It is found that generational status sign ificantly affects educational outcomes, though the specific pattern is outcome-specific. The number of years of completed schooling increase s sharply between the immigrant and second generation, then levels off in the third generation. The proportion of Mexican Americans completi ng high school increases with successive generations of U.S. residence . College completion peaks in the second generation, and declines in t he third generation. Conclusions. The segmented assimilation framework best accounts for college completion and the years of completed schoo ling. Only high school completion is in accord with classic assimilati on predictions.