Amy Lutz
Biographic Data
| ID | 3596853 |
|---|---|
| NAME | Amy Lutz |
| GIVEN NAMES | Amy |
| FAMILY NAME | Lutz |
| SIGNATURE | LUTZ A |
| AFFILIATIONS | Syracuse University |
| VERIFIED | No |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 345 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Bright and Blurred Boundaries in the US Military: Experiences of Immigrants and Children of Immigrants
Scholarship on immigrant integration in the USA is substantial, yet little is known about the contemporary experiences of immigrants and children of immigrants who serve in the US military. This article draws on 34 interviews with contemporary first- and second-generation immigrants who have served in the US military. We ask our participants about their military experiences to better understand what military service means for immigrant incorporat…
Book Reviewers for Volume 130
Understanding profound autism: Implications for stigma and supports
Future research should continue to examine the unique needs and stigmatization experiences of profoundly autistic individuals and their families across the life course
Kids in limbo: War, uncertainty, and the school experiences of Ukrainian refugee students in Poland
Russia's invasion of Ukraine begun on February 24, 2022. By December 2022, approximately 8 million Ukrainians left their homes seeking safety in other countries. One million Ukrainian refugees (mostly mothers and children) settled in Poland and 200,000 Ukrainian refugee children attended Polish schools in July 2023. Based on the interviews conducted with Polish speaking teachers and Ukrainian mothers in Poland, this research examines educational …
Green Card Soldier: Between Model Immigrant and Security Threat
Intensive mothering in the time of coronavirus
We investigated experiences of mothers of school‐age children in Central New York during a time of remote education due to COVID‐19. We extend the concept of intensive mothering, characterized by the expectation that mothers are constantly available to meet their children's needs, and examine mothers’ intersectional identities related to their experience of remote education. Mothers working from home often went back and forth between work and sch…
Children and Youths' Migration in a Global Landscape
This volume contains an Open Access Chapter Currently, there are more than 36 million transnationally mobile children and youth. Featuring the stories of children and youth from places such as Myanmar, India, Hungary, the USA, and Central America, Children and Youths' Migration in a Global Landscape interrogates how transnational mobility shapes the lives of the relatively young. This edited collection addresses questions that encourage us to con…
Bans and Signals: Racial and Ethnic Differences in Applications to Elite Public Colleges in States With and Without Affirmative Action
In this research article, Pamela R. Bennett and Amy Lutz offer new hypotheses about how state bans on affirmative action affect application decisions based on students’ beneficiary positions vis-à-vis affirmative action and evaluate them for black, white, Latino, and Asian American students separately. They posit that bans discourage applications to selective colleges from prospective students who benefit from affirmative action (black and Latino…
Perceptions of success among working-class children of immigrants in three cities
This article examines the subjective understanding of success among members of three groups of children of immigrants from Mexico, North Africa and Turkey, in Dallas, Paris and Berlin respectively, by accounting for their educational and early labor market experiences. We utilize neo-assimilation and segmented assimilation theories and highlight their divergence with regards to downward assimilation and frames of reference. We focus on the workin…
Working–Class Children of Mexican Immigrants in Dallas, Texas
State Bans on Affirmative Action and Talent Loss Among Blacks and Latinos in the United States
Although affirmative action in college admissions is constitutionally permissible, several states prohibit it. We investigate whether bans push black and Latino students from in-state public selective colleges to other types of postsecondary institutions, thus contributing to talent loss among these groups. Unlike most other studies, we analyze national data (the High School Longitudinal Study of 2009) so that we can follow students across state …
Mismatch and academic performance at America's selective colleges and universities
American selective colleges and universities use affirmative action policies to achieve diversity, given blacks and Latinos have somewhat lower SAT scores than their Asian and white peers. Critics of affirmative action argue that this results in lower grades and greater dropout among underrepresented minority groups. Using the Educational Longitudinal Study, a nationally representative longitudinal data set, we examine the relationship between SA…
Dual Language Proficiency and the Educational Attainment of Latinos
The relationship between Spanish maintenance and the educational attainment of English-speaking Latino students in the United States is investigated using data from the National Education Longitudinal Survey. The analysis indicates that biliterate students are significantly more likely to complete high school compared to their monolingual peers. Those with oral proficiency in Spanish and English are not significantly different in terms of their l…
Examining educational inequalities in two national systems: A comparison of the North African second generation in France and the Mexican second generation in the United States
This paper aims to compare the educational outcomes of children of immigrants in France and in the United States to highlight the ethnic educational inequalities in both countries. The comparison focuses on children from two groups: North Africans in France and Mexicans in the United States. By using two longitudinal datasets, the French Educational Panel Survey and Add Health, we examine aspirations, expectations, and secondary attainment in the…
The Transition from School to Work for Children of Immigrants with Lower-Level Educational Credentials in the United States and France
This paper compares the transition from school to work among Mexican-origin youth in the United States and North African-origin youth in France relative to the native-majority youth with similar low-level credentials. The goal is to understand the extent to which these groups experience ethnic penalties in the labor market not explained by social class, low-level credentials, or other characteristics. The patterns of employment for second-generat…
Gender Inequalities in the Education of the Second Generation in Western Countries
Drawing on comparative analyses from nine Western countries, we ask whether local-born children from a wide range of immigrant groups show patterns of female advantage in education that are similar to those prevalent in their host Western societies. We consider five outcomes throughout the educational career: test scores or grades at age 15, continuation after compulsory schooling, choice of academic track in upper-secondary education, completion…
Beyond the Schoolyard: The Role of Parenting Logics, Financial Resources, and Social Institutions in the Social Class Gap in Structured Activity Participation
We investigate class differences in youth activity participation with interview, survey, and archival data from a diverse sample of parents (n = 51) in two schools. Findings point toward structural rather than cultural explanations. Working- and middle-class parents overlap in parenting logics about participation, though differ in one respect: middle-class parents are concerned with customizing children's involvement in activities, while working-…
How African American Is the Net Black Advantage? Differences in College Attendance Among Immigrant Blacks, Native Blacks, and Whites
Previous research has shown that although a smaller proportion of black high school graduates than white high school graduates attend college, black high school graduates are more likely than white high school graduates to attend college net of differences in socioeconomic family background and academic performance. Yet, the overrepresentation of black immigrants in selective colleges and theoretical work on immigrant incorporation raises the que…
Why do bilingual boys get better grades in English-only America? The impacts of gender, language and family interaction on academic achievement of Latino/a children of immigrants
In the United States, children of immigrants face strong pressures to shift to English. We examine how the retention of Spanish-language skills affects the academic achievement of English-proficient Latino/a children of immigrants and how this varies by gender. Further, we examine the role that family interaction may play in mediating the impact of gender and language on achievement. We find that biliterate boys significantly outperform boys who …
Jobs and Economic Development in Minority Communities
Book Review| July 01 2007 Jobs and Economic Development in Minority Communities Jobs and Economic Development in Minority Communities, Paul Ong and Anastasia Loukaitou-Sideris. Amy Lutz Amy Lutz Search for other works by this author on: This Site Google Journal of American Ethnic History (2007) 26 (4): 101–102. https://doi.org/10.2307/40543209 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Amy Lu…
Bilingual, Multicultural Education
The term bilingual education is used to refer to a variety of different language programs in schools with different goals and methods. These programs range from those that transition minority‐language students to the majority language as quickly as possible, to programs that build or maintain high‐level proficiency in a second language through teaching content area in that language. One of the ways of distinguishing different types of bilingual e…
Barriers to high-school completion among immigrant and later-generation Latinos in the USA: Language, ethnicity and socioeconomic status
This article examines high-school completion among key Latino immigration groups in the USA, with a particular focus on the impacts of ethnicity, generation, language proficiencies, family structure and socioeconomic status. Family socioeconomic status has by far the largest impact on high-school completion. Poverty presents a persistent and daunting problem in high-school non-completion in the USA and is a primary contributor to Latino high-scho…
Interpreting Community Effects on Youth Educational Attainment
Longitudinal data from 1,128 respondents in the National Survey of Children are used to examine factors that help explain the higher rates of school dropout and lower rates of high school graduation in socioeconomically distressed communities. The authors find that approximately one third of the observed positive effect of community socioeconomic disadvantage on high school discontinuation can be explained by the educational behaviors of peers, a…
Only English by the third generation? Loss and preservation of the mother tongue among the grandchildren of contemporary immigrants
We investigate whether a three-generation model of linguistic assimilation, known from previous waves of immigration, can be applied to the descendants of contemporary immigrant groups. Using the 5% Integrated Public Use Microdata Sample 1990 file, we examine the home languages of second- and third-generation children and compare the degree of their language shift against that among the descendants of European immigrants, as evidenced in the 1940…
How Enduring Were the Inequalities among European Immigrant Groups in the United States
A long-standing and unresolved issue in the study of racial and ethnic groups concerns the persistence of initial inequalities among groups. Recently it has surfaced again in the study of U.S. immigrant groups, in George Borjas's (1994) claim that the human capital differences among early-twentieth-century immigrant groups are reflected in the relative socioeconomic achievements of their third generations. Reexamining this claim, we find that Bor…
Only English by the third generation? Loss and preservation of the mother tongue among the grandchildren of contemporary immigrants
We investigate whether a three-generation model of linguistic assimilation, known from previous waves of immigration, can be applied to the descendants of contemporary immigrant groups. Using the 5% Integrated Public Use Microdata Sample 1990 file, we examine the home languages of second- and third-generation children and compare the degree of their language shift against that among the descendants of European immigrants, as evidenced in the 1940…
Beyond the Schoolyard: The Role of Parenting Logics, Financial Resources, and Social Institutions in the Social Class Gap in Structured Activity Participation
We investigate class differences in youth activity participation with interview, survey, and archival data from a diverse sample of parents (n = 51) in two schools. Findings point toward structural rather than cultural explanations. Working- and middle-class parents overlap in parenting logics about participation, though differ in one respect: middle-class parents are concerned with customizing children's involvement in activities, while working-…
How African American Is the Net Black Advantage? Differences in College Attendance Among Immigrant Blacks, Native Blacks, and Whites
Previous research has shown that although a smaller proportion of black high school graduates than white high school graduates attend college, black high school graduates are more likely than white high school graduates to attend college net of differences in socioeconomic family background and academic performance. Yet, the overrepresentation of black immigrants in selective colleges and theoretical work on immigrant incorporation raises the que…
Interpreting Community Effects on Youth Educational Attainment
Longitudinal data from 1,128 respondents in the National Survey of Children are used to examine factors that help explain the higher rates of school dropout and lower rates of high school graduation in socioeconomically distressed communities. The authors find that approximately one third of the observed positive effect of community socioeconomic disadvantage on high school discontinuation can be explained by the educational behaviors of peers, a…
Gender Inequalities in the Education of the Second Generation in Western Countries
Drawing on comparative analyses from nine Western countries, we ask whether local-born children from a wide range of immigrant groups show patterns of female advantage in education that are similar to those prevalent in their host Western societies. We consider five outcomes throughout the educational career: test scores or grades at age 15, continuation after compulsory schooling, choice of academic track in upper-secondary education, completion…
Barriers to high-school completion among immigrant and later-generation Latinos in the USA: Language, ethnicity and socioeconomic status
This article examines high-school completion among key Latino immigration groups in the USA, with a particular focus on the impacts of ethnicity, generation, language proficiencies, family structure and socioeconomic status. Family socioeconomic status has by far the largest impact on high-school completion. Poverty presents a persistent and daunting problem in high-school non-completion in the USA and is a primary contributor to Latino high-scho…
Why do bilingual boys get better grades in English-only America? The impacts of gender, language and family interaction on academic achievement of Latino/a children of immigrants
In the United States, children of immigrants face strong pressures to shift to English. We examine how the retention of Spanish-language skills affects the academic achievement of English-proficient Latino/a children of immigrants and how this varies by gender. Further, we examine the role that family interaction may play in mediating the impact of gender and language on achievement. We find that biliterate boys significantly outperform boys who …
How enduring were the inequalities among European immigrant groups in the United States
A long-standing and unresolved issue in the study of racial and ethnic groups concerns the persistence of initial inequalities among groups. Recently it has surfaced again in the study of U.S. immigrant groups, in George Borjas’s (1994) claim that the human capital differences among early-twentieth-century immigrant groups are reflected in the relative socioeconomic achievements of their third generations. Reexamining this claim, we find that Bor…
Intensive mothering in the time of coronavirus
We investigated experiences of mothers of school‐age children in Central New York during a time of remote education due to COVID‐19. We extend the concept of intensive mothering, characterized by the expectation that mothers are constantly available to meet their children's needs, and examine mothers’ intersectional identities related to their experience of remote education. Mothers working from home often went back and forth between work and sch…
Perceptions of success among working-class children of immigrants in three cities
This article examines the subjective understanding of success among members of three groups of children of immigrants from Mexico, North Africa and Turkey, in Dallas, Paris and Berlin respectively, by accounting for their educational and early labor market experiences. We utilize neo-assimilation and segmented assimilation theories and highlight their divergence with regards to downward assimilation and frames of reference. We focus on the workin…
The Transition from School to Work for Children of Immigrants with Lower-Level Educational Credentials in the United States and France
This paper compares the transition from school to work among Mexican-origin youth in the United States and North African-origin youth in France relative to the native-majority youth with similar low-level credentials. The goal is to understand the extent to which these groups experience ethnic penalties in the labor market not explained by social class, low-level credentials, or other characteristics. The patterns of employment for second-generat…
State Bans on Affirmative Action and Talent Loss Among Blacks and Latinos in the United States
Although affirmative action in college admissions is constitutionally permissible, several states prohibit it. We investigate whether bans push black and Latino students from in-state public selective colleges to other types of postsecondary institutions, thus contributing to talent loss among these groups. Unlike most other studies, we analyze national data (the High School Longitudinal Study of 2009) so that we can follow students across state …
Examining educational inequalities in two national systems: A comparison of the North African second generation in France and the Mexican second generation in the United States
This paper aims to compare the educational outcomes of children of immigrants in France and in the United States to highlight the ethnic educational inequalities in both countries. The comparison focuses on children from two groups: North Africans in France and Mexicans in the United States. By using two longitudinal datasets, the French Educational Panel Survey and Add Health, we examine aspirations, expectations, and secondary attainment in the…
Mismatch and academic performance at America's selective colleges and universities
American selective colleges and universities use affirmative action policies to achieve diversity, given blacks and Latinos have somewhat lower SAT scores than their Asian and white peers. Critics of affirmative action argue that this results in lower grades and greater dropout among underrepresented minority groups. Using the Educational Longitudinal Study, a nationally representative longitudinal data set, we examine the relationship between SA…
How Enduring Were the Inequalities among European Immigrant Groups in the United States
A long-standing and unresolved issue in the study of racial and ethnic groups concerns the persistence of initial inequalities among groups. Recently it has surfaced again in the study of U.S. immigrant groups, in George Borjas's (1994) claim that the human capital differences among early-twentieth-century immigrant groups are reflected in the relative socioeconomic achievements of their third generations. Reexamining this claim, we find that Bor…
How enduring were the inequalities among European immigrant groups in the United States
A long-standing and unresolved issue in the study of racial and ethnic groups concerns the persistence of initial inequalities among groups. Recently it has surfaced again in the study of U.S. immigrant groups, in George Borjas’s (1994) claim that the human capital differences among early-twentieth-century immigrant groups are reflected in the relative socioeconomic achievements of their third generations. Reexamining this claim, we find that Bor…
Only English by the third generation? Loss and preservation of the mother tongue among the grandchildren of contemporary immigrants
We investigate whether a three-generation model of linguistic assimilation, known from previous waves of immigration, can be applied to the descendants of contemporary immigrant groups. Using the 5% Integrated Public Use Microdata Sample 1990 file, we examine the home languages of second- and third-generation children and compare the degree of their language shift against that among the descendants of European immigrants, as evidenced in the 1940…
Interpreting Community Effects on Youth Educational Attainment
Longitudinal data from 1,128 respondents in the National Survey of Children are used to examine factors that help explain the higher rates of school dropout and lower rates of high school graduation in socioeconomically distressed communities. The authors find that approximately one third of the observed positive effect of community socioeconomic disadvantage on high school discontinuation can be explained by the educational behaviors of peers, a…
Jobs and Economic Development in Minority Communities
Book Review| July 01 2007 Jobs and Economic Development in Minority Communities Jobs and Economic Development in Minority Communities, Paul Ong and Anastasia Loukaitou-Sideris. Amy Lutz Amy Lutz Search for other works by this author on: This Site Google Journal of American Ethnic History (2007) 26 (4): 101–102. https://doi.org/10.2307/40543209 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Amy Lu…
Bilingual, Multicultural Education
The term bilingual education is used to refer to a variety of different language programs in schools with different goals and methods. These programs range from those that transition minority‐language students to the majority language as quickly as possible, to programs that build or maintain high‐level proficiency in a second language through teaching content area in that language. One of the ways of distinguishing different types of bilingual e…
Barriers to high-school completion among immigrant and later-generation Latinos in the USA: Language, ethnicity and socioeconomic status
This article examines high-school completion among key Latino immigration groups in the USA, with a particular focus on the impacts of ethnicity, generation, language proficiencies, family structure and socioeconomic status. Family socioeconomic status has by far the largest impact on high-school completion. Poverty presents a persistent and daunting problem in high-school non-completion in the USA and is a primary contributor to Latino high-scho…
How African American Is the Net Black Advantage? Differences in College Attendance Among Immigrant Blacks, Native Blacks, and Whites
Previous research has shown that although a smaller proportion of black high school graduates than white high school graduates attend college, black high school graduates are more likely than white high school graduates to attend college net of differences in socioeconomic family background and academic performance. Yet, the overrepresentation of black immigrants in selective colleges and theoretical work on immigrant incorporation raises the que…
Why do bilingual boys get better grades in English-only America? The impacts of gender, language and family interaction on academic achievement of Latino/a children of immigrants
In the United States, children of immigrants face strong pressures to shift to English. We examine how the retention of Spanish-language skills affects the academic achievement of English-proficient Latino/a children of immigrants and how this varies by gender. Further, we examine the role that family interaction may play in mediating the impact of gender and language on achievement. We find that biliterate boys significantly outperform boys who …
Beyond the Schoolyard: The Role of Parenting Logics, Financial Resources, and Social Institutions in the Social Class Gap in Structured Activity Participation
We investigate class differences in youth activity participation with interview, survey, and archival data from a diverse sample of parents (n = 51) in two schools. Findings point toward structural rather than cultural explanations. Working- and middle-class parents overlap in parenting logics about participation, though differ in one respect: middle-class parents are concerned with customizing children's involvement in activities, while working-…
The Transition from School to Work for Children of Immigrants with Lower-Level Educational Credentials in the United States and France
This paper compares the transition from school to work among Mexican-origin youth in the United States and North African-origin youth in France relative to the native-majority youth with similar low-level credentials. The goal is to understand the extent to which these groups experience ethnic penalties in the labor market not explained by social class, low-level credentials, or other characteristics. The patterns of employment for second-generat…
Gender Inequalities in the Education of the Second Generation in Western Countries
Drawing on comparative analyses from nine Western countries, we ask whether local-born children from a wide range of immigrant groups show patterns of female advantage in education that are similar to those prevalent in their host Western societies. We consider five outcomes throughout the educational career: test scores or grades at age 15, continuation after compulsory schooling, choice of academic track in upper-secondary education, completion…
Dual Language Proficiency and the Educational Attainment of Latinos
The relationship between Spanish maintenance and the educational attainment of English-speaking Latino students in the United States is investigated using data from the National Education Longitudinal Survey. The analysis indicates that biliterate students are significantly more likely to complete high school compared to their monolingual peers. Those with oral proficiency in Spanish and English are not significantly different in terms of their l…
Examining educational inequalities in two national systems: A comparison of the North African second generation in France and the Mexican second generation in the United States
This paper aims to compare the educational outcomes of children of immigrants in France and in the United States to highlight the ethnic educational inequalities in both countries. The comparison focuses on children from two groups: North Africans in France and Mexicans in the United States. By using two longitudinal datasets, the French Educational Panel Survey and Add Health, we examine aspirations, expectations, and secondary attainment in the…
Mismatch and academic performance at America's selective colleges and universities
American selective colleges and universities use affirmative action policies to achieve diversity, given blacks and Latinos have somewhat lower SAT scores than their Asian and white peers. Critics of affirmative action argue that this results in lower grades and greater dropout among underrepresented minority groups. Using the Educational Longitudinal Study, a nationally representative longitudinal data set, we examine the relationship between SA…
Working–Class Children of Mexican Immigrants in Dallas, Texas
State Bans on Affirmative Action and Talent Loss Among Blacks and Latinos in the United States
Although affirmative action in college admissions is constitutionally permissible, several states prohibit it. We investigate whether bans push black and Latino students from in-state public selective colleges to other types of postsecondary institutions, thus contributing to talent loss among these groups. Unlike most other studies, we analyze national data (the High School Longitudinal Study of 2009) so that we can follow students across state …
Children and Youths' Migration in a Global Landscape
This volume contains an Open Access Chapter Currently, there are more than 36 million transnationally mobile children and youth. Featuring the stories of children and youth from places such as Myanmar, India, Hungary, the USA, and Central America, Children and Youths' Migration in a Global Landscape interrogates how transnational mobility shapes the lives of the relatively young. This edited collection addresses questions that encourage us to con…
Bans and Signals: Racial and Ethnic Differences in Applications to Elite Public Colleges in States With and Without Affirmative Action
In this research article, Pamela R. Bennett and Amy Lutz offer new hypotheses about how state bans on affirmative action affect application decisions based on students’ beneficiary positions vis-à-vis affirmative action and evaluate them for black, white, Latino, and Asian American students separately. They posit that bans discourage applications to selective colleges from prospective students who benefit from affirmative action (black and Latino…
Perceptions of success among working-class children of immigrants in three cities
This article examines the subjective understanding of success among members of three groups of children of immigrants from Mexico, North Africa and Turkey, in Dallas, Paris and Berlin respectively, by accounting for their educational and early labor market experiences. We utilize neo-assimilation and segmented assimilation theories and highlight their divergence with regards to downward assimilation and frames of reference. We focus on the workin…
Intensive mothering in the time of coronavirus
We investigated experiences of mothers of school‐age children in Central New York during a time of remote education due to COVID‐19. We extend the concept of intensive mothering, characterized by the expectation that mothers are constantly available to meet their children's needs, and examine mothers’ intersectional identities related to their experience of remote education. Mothers working from home often went back and forth between work and sch…
Understanding profound autism: Implications for stigma and supports
Future research should continue to examine the unique needs and stigmatization experiences of profoundly autistic individuals and their families across the life course
Kids in limbo: War, uncertainty, and the school experiences of Ukrainian refugee students in Poland
Russia's invasion of Ukraine begun on February 24, 2022. By December 2022, approximately 8 million Ukrainians left their homes seeking safety in other countries. One million Ukrainian refugees (mostly mothers and children) settled in Poland and 200,000 Ukrainian refugee children attended Polish schools in July 2023. Based on the interviews conducted with Polish speaking teachers and Ukrainian mothers in Poland, this research examines educational …
Green Card Soldier: Between Model Immigrant and Security Threat
Book Reviewers for Volume 130
Political science (18 works) · Sociology (18 works) · Psychology (15 works) · Immigration (13 works) · Migration and Labor Dynamics (11 works) · Demographic economics (10 works) · Demography (9 works) · Ethnic group (8 works) · Medicine (8 works) · Population (8 works)