NCJ Number
249979
Date Published
February 2016
Length
15 pages
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)
Date Published: February 1, 2016
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