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The current study drew from a segmented assimilation framework to explore whether and how the associations between violence, disorder, and school dropout varied across immigration generations.
Violence and disorder that occur within schools have received increased attention and scrutiny over the years; however, few have explored how violence and school disorder are influencing the children of immigrants' likelihood of dropping out. The current study drew data from the Educational Longitudinal Study of 2002, and the sample for this study consisted of 9,870 first- (N = 1,170, 12 percent), second- (N = 1,540, 16 percent), and third-plus (N = 1,117, 73 percent) generation public school students (N = 5,050; 51 percent female) in 580 public schools. Results indicate that school violence and disorder disrupt the educational progress of adolescents within immigrant families. Additionally, there are distinct racial and ethnic patterns in the link between school violence, disorder, and dropping out. The nuances of these findings and the implications for future research are discussed. (publisher abstract modified)
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