Navigating Intersectional Margins: A Multilevel Analysis of First- and Second-Generation Immigrant Students’ Academic Outcomes Within Urban Coethnic Communities

Authors

Douglas D. Havard, Chapman UniversityFollow
Minh Truong, Orange Coast College
Sophie Nguyen, Yale University
Richard Vo, University of California, San Diego
Luis Truong, University of California, Los Angeles
Nellie Nguyen, University of California, Los Angeles
Ryan Dam, University of California, Los Angeles

Document Type

Article

Publication Date

2-3-2026

Abstract

This study examines how structural and cultural forms of capital interact to shape the academic attainment of first- and second-generation immigrant students within urban coethnic communities. Drawing on data from the Children of Immigrants Longitudinal Study and hierarchical multinomial logistic regression, we integrate Yosso's community cultural wealth and the cultural and structural coethnic frameworks to examine how socioeconomic resources, bilingual fluency, and coethnic community strength predict postsecondary outcomes. Findings reveal that strong coethnic networks, bilingual fluency, and faith-based participation offset structural disadvantage. Results reframe the immigrant paradox through an intersectional, asset-based lens, emphasizing community-driven supports for equity-focused urban education policy.

Comments

This article was originally published in Urban Education in 2026. https://doi.org/10.1177/00420859261417347

Recommended Citation

Havard, D., Truong, M., Nguyen, S., Vo, R., Truong, L., Nguyen, N., & Dam, R. (2026). Navigating Intersectional Margins: A Multilevel Analysis of First- and Second-Generation Immigrant Students’ Academic Outcomes Within Urban Coethnic Communities. Urban Education. https://doi.org/10.1177/00420859261417347

Peer Reviewed

1

Copyright

The authors

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.