Social Bonds Across Immigrant Generations: Bonding to School and Examining the Relevance of Assimilation

• NCJ Number: 252375
• Author(s): Anthony A. Peguero; Jennifer M. Bondy; Jun Sung Hong
• Date Published: 2017
• Length: 22 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

This study examined school bonding among adolescents in immigrant families, using a segmented assimilation theoretical framework.

Abstract

Study findings suggest that adolescents' school bond apparently diminished or "declined" as the children of immigrants assimilated. Implications for research on racial/ethnic and immigrant generational disparities in adolescent social bonds to school are also discussed. Data were drawn from the Educational Longitudinal Study of 2002, which involved a nationally representative sample of 10th graders. The study focused on a subsample that consisted of 9,870 first- (N = 1,170, 12 percent), second- (N = 1,540, 16 percent), and third-plus-generation (N = 7,160, 73 percent) students in 580 public schools. (Publisher abstract modified)