Racially biased high-school support? The heterogeneous effects of support on bachelor-degree enrollment for first-generation immigrants

Bibliographic Data

ID12584403
AuthorsAmy L Petts (0000-0002-1068-1378, Purdue University, corresponding author), Rebecca Perdomo (0000-0003-1819-2496, University of Georgia), Rebecca Boylan (University of Texas), Rebecca L Boylan (0000-0002-6362-7260, The University of Texas at Austin), Linda Renzulli (0000-0003-3213-3177, Purdue University)
Year2020
Volume26
Issue6
Pages754-771
Publication date2020-07-27
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueRace Ethnicity and Education (JOURNAL)
Journal identifiersISSN: 1361-3324 • E-ISSN: 1470-109X
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/13613324.2020.1798380
OpenAlexW3044499385
LanguageEN
Citations received1
References cited48

First-generation immigrants (FGIs) are eager to achieve the American dream and acquire the advantages a bachelor’s degree affords. FGIs compared to their second-generation, third-generation and native peers fare better educationally. But, this comparison obscures across racial variation within a single-nativity status. As such, it is important to understand what mechanisms might produce inequality in college access among FGIs. One mechanism may be differences in how schools support students for college-going. The content of support may vary if racial stereotypes affect how support is given. Such variations could be decisive for FGIs’ educational trajectories. We find that Latinx and black FGIs are less likely than other FGIs to enroll in bachelor-degree programs. The content of school support is a mechanism that can help partially explain this differential for black FGIs. Our findings indicate that how schools support black FGIs for college-going is different and is likely at least implicitly racially biased

Bachelor · Degree (music · Immigration · Mechanism (biology · Political science · Critical Race Theory in Education · Higher Education Research Studies · Psychology · Racial and Ethnic Identity Research · Social Psychology