The Children of Immigrants’ Bonding to School

Examining the Roles of Assimilation, Gender, Race, Ethnicity, and Social Bonds

Datos Bibliográficos

ID8076166
AutoresJennifer M Bondy (Virginia Tech, Blacksburg, VA, USA), Anthony A Peguero (0000-0002-4541-865X, Virginia Tech, Blacksburg, VA, USA, autor de correspondencia), Brent Johnson, Brent E Johnson (Gordon State College, Barnesville, GA, USA)
Año2016
Volumen54
Número4
Páginas592-622
Fecha de publicación2016-02-22
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaUrban Education (JOURNAL)
Identificadores de la revistaISSN: 0042-0859 • E-ISSN: 1552-8340
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/0042085916628609
OpenAlexW2418144825
IdiomaEN
Citas recibidas12
Referencias citadas40

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

Bond · Developmental psychology · Ethnic group · Immigration · Multilevel model · Optimism · Political science · Race (biology · Sociology · Migration, Health and Trauma · Parental Involvement in Education · Psychology · Racial and Ethnic Identity Research · Gender Studies · Social Psychology