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

• NCJ Number: 249979
• Journal: Urban Education Dated: February 2016
• Author(s): J. M. Bondy; A. A. Peguero; B. E. Johnson
• Date Published: February 2016
• Length: 15 pages
• Grant Number(s): 2012-IJ-CX-0003
• Agencies: NIJ-Sponsored
• Publication Type: Research (Applied/Empirical); Report (Study/Research); Report (Grant Sponsored); Program/Project Description
• Award: Social Bonds Across Immigration Generations and the Immigrant School Enclave

Annotation

Since social bonds to school (i.e., attachment, commitment, involvement, and belief) can influence educational progress and success for students, this study used data from the Education Longitudinal Study of 2002 and incorporated multilevel analysis to examine straight-line assimilation, segmented assimilation, and immigrant optimism theories in relationship to the children of immigrants' school bonds.

Abstract

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. 60 references (Publisher abstract modified)