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NCJ Number: 249979 Find in a Library
Title: Children of Immigrants' Bonding to School: Examining the Roles of Assimilation, Gender, Race, Ethnicity, and Social Bonds
Journal: Urban Education  Dated:February 2016
Author(s): J. M. Bondy; A. A. Peguero; B. E. Johnson
Date Published: February 2016
Page Count: 15
Sponsoring Agency: National Institute of Justice (NIJ)
Washington, DC 20531
Grant Number: 2012-IJ-CX-0003
Document: PDF
Type: Program/Project Description; Report (Grant Sponsored); Report (Study/Research); Research (Applied/Empirical)
Format: Article; Document (Online)
Language: English
Country: United States of America
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)
Main Term(s): Juvenile Risk Factors
Index Term(s): Ethnicity; Gender; Immigrants/Aliens; National Institute of Justice (NIJ); NIJ grant-related documents; Race; School maladjustment; Social cohesion; Social conditions
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