Recent immigration is changing American religion. No longer only a Protestant, Christian, or even Judeo-Christian nation, the United States is increasingly home to religious traditions from Asia, Africa, the Middle East, and Latin America. The history, spirit, and institutions of Protestantism often shape the beliefs and practices of new immigrants and their societies of faith. But immigrants are also creating their own unique religious communities within existing denominations or developing hybrid identities that combine strands of several faiths or traditions. These changes call for new thinking among both scholars of religion and scholars of migration. Immigrant Faiths responds to these changes with fresh thinking from new and established scholars from a variety of disciplines. Covering groups from across the U.S. and a range of religious traditions, Immigrant Faiths provides a needed overview to this expanding subfield. Sponsored by the Social Science Research Council.

Recent immigration is changing American religion. No longer only a Protestant, Christian, or even Judeo-Christian nation, the United States is increasingly home to religious traditions from Asia, Africa, the Middle East, and Latin America. The history, spirit, and institutions of Protestantism often shape the beliefs and practices of new immigrants and their societies of faith. But immigrants are also creating their own unique religious communities within existing denominations or developing hybrid identities that combine strands of several faiths or traditions. These changes call for new thinking among both scholars of religion and scholars of migration. Immigrant Faiths responds to these changes with fresh thinking from new and established scholars from a variety of disciplines. Covering groups from across the U.S. and a range of religious traditions, Immigrant Faiths provides a needed overview to this expanding subfield. Sponsored by the Social Science Research Council.

The Children of Immigrants at School explores the 21st-century consequences of immigration through an examination of how the so-called second generation is faring educationally in six countries: France, Great Britain, the Netherlands, Spain, Sweden and the United States. In this insightful volume, Richard Alba and Jennifer Holdaway bring together a team of renowned social science researchers from around the globe to compare the educational achievements of children from low-status immigrant groups to those of mainstream populations in these countries, asking what we can learn from one system that can be usefully applied in another. Working from the results of a five-year, multi-national study, the contributors to The Children of Immigrants at School ultimately conclude that educational processes do, in fact, play a part in creating unequal status for immigrant groups in these societies. In most countries, the youth coming from the most numerous immigrant populations lag substantially behind their mainstream peers, implying that they will not be able to integrate economically and civically as traditional mainstream populations shrink. Despite this fact, the comparisons highlight features of each system that hinder the educational advance of immigrant-origin children, allowing the contributors to identify a number of policy solutions to help fix the problem. A comprehensive look at a growing global issue, The Children of Immigrants at School represents a major achievement in the fields of education and immigration studies.

Richard Alba is Distinguished Professor of Sociology at the City University of New York's Graduate Center. His publications include Remaking the American Mainstream (with Victor Nee) and Blurring the Color Line.

Jennifer Holdaway is a Program Director at the Social Science Research Council, where her work has focused on migration and its interaction with processes of social change and stratification.

The Children of Immigrants at School explores the 21st-century consequences of immigration through an examination of how the so-called second generation is faring educationally in six countries: France, Great Britain, the Netherlands, Spain, Sweden and the United States. In this insightful volume, Richard Alba and Jennifer Holdaway bring together a team of renowned social science researchers from around the globe to compare the educational achievements of children from low-status immigrant groups to those of mainstream populations in these countries, asking what we can learn from one system that can be usefully applied in another. Working from the results of a five-year, multi-national study, the contributors to The Children of Immigrants at School ultimately conclude that educational processes do, in fact, play a part in creating unequal status for immigrant groups in these societies. In most countries, the youth coming from the most numerous immigrant populations lag substantially behind their mainstream peers, implying that they will not be able to integrate economically and civically as traditional mainstream populations shrink. Despite this fact, the comparisons highlight features of each system that hinder the educational advance of immigrant-origin children, allowing the contributors to identify a number of policy solutions to help fix the problem. A comprehensive look at a growing global issue, The Children of Immigrants at School represents a major achievement in the fields of education and immigration studies.

Richard Alba is Distinguished Professor of Sociology at the City University of New York's Graduate Center. His publications include Remaking the American Mainstream (with Victor Nee) and Blurring the Color Line.

Jennifer Holdaway is a Program Director at the Social Science Research Council, where her work has focused on migration and its interaction with processes of social change and stratification.