Pieces of the immigrant paradox puzzle: measurement, level, and predictive differences in precursors to academic achievement

• Strong measurement invariance for measures of behavioral school engagement (BSE) and supportive school relations (SSR) established across 3 generations of immigrant youth.
• Generational measurement bias does not contribute to the immigrant paradox.
• 1st-generation youth had higher BSE and SSR than 2nd- and 3rd-generation youth.
• By fostering effort for 1st generation vs. compliance for 2nd and 3rd generation youth, SSR had stronger mediated impacts on the academic achievement of 1st generation youth.

The “immigrant paradox” indicates that the academic attitudes and outcomes of 1st-generation youth exceed those of the 2nd- and 3rd-generation. This paper examines a) whether unobserved measurement bias contributes to these generational differences, b) generational differences in levels of behavioral school engagement (BSE) and perceived supportive school relations (SSR), and c) to what extent BSE mediates the relations between SSR and academic achievement and whether these relations differ across generations. New York City Social and Academic Engagement Study (NYCASES) data were analyzed. Strong measurement invariance for BSE and SSR suggests that unobserved measurement bias does not contribute to the immigrant paradox. 1st generation youth evinced higher latent means for BSE and SSR than 2nd or 3rd-generation youth. 1st generation youth responded to SSR by exerting effort while 2nd and 3rd generation youth responded to SSR by complying with rules. Because effort engendered achievement more than compliance, this study identifies a mediating mechanism that contributes to the immigrant paradox.