The Children of Immigrants' Bonding to School: Examining the Roles of Assimilation, Gender, Race, Ethnicity, and Social Bonds

Autor/inn/en	Bondy, Jennifer M.; Peguero, Anthony A.; Johnson, Brent E.
Titel	The Children of Immigrants' Bonding to School: Examining the Roles of Assimilation, Gender, Race, Ethnicity, and Social Bonds
Quelle	In: Urban Education, 54 (2019) 4, S.592-622 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916628609
Schlagwörter	Immigrants; Student School Relationship; Gender Differences; Race; Ethnicity; Longitudinal Studies; Positive Attitudes; Public Schools; Academic Achievement; Acculturation; Student Adjustment; Student Characteristics; Institutional Characteristics; Urban Schools; High School Students + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Schüler-Lehrer-Beziehung; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Public school; Öffentliche Schule; Schulleistung; Akkulturation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Oberschule
Abstract	Social bonds to school (i.e., attachment, commitment, involvement, and belief) can influence educational progress and success for students; however, the children of immigrants' bonding to school remain unclear. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel analysis to examine straight-line assimilation, segmented assimilation, and immigrant optimism theories in relationship to the children of immigrants' school bonds. Findings suggest that bonds to school are moderated by gender, race, ethnicity, and immigrant generation. The implications of the evident disparities in the children of immigrants' bonds to U.S. public schools are discussed more broadly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01