| 000 | 01635nab a2200277 4500 | ||
|---|---|---|---|
| 999 |
_c10996 _d10996 |
||
| 003 | OSt | ||
| 005 | 20201214150330.0 | ||
| 007 | cr aa aaaaa | ||
| 008 | 201214b ||||| |||| 00| 0 eng d | ||
| 100 |
_aJennifer M. Bondy, _934271 |
||
| 245 | _aChildren of Immigrants’ Bonding to School: Examining the Roles of Assimilation, Gender, Race, Ethnicity, and Social Bonds | ||
| 260 |
_bSage, _c2019. |
||
| 300 | _aVol 54, Issue 4, 2019 ( 592-622 p.) | ||
| 520 | _aSocial bonds to school (i.e., attachment, commitment, involvement, and belief) can influence educational progress and success for students; however, the children of immigrants’ bonding to school remain unclear. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel analysis to examine straight-line assimilation, segmented assimilation, and immigrant optimism theories in relationship to the children of immigrants’ school bonds. 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. | ||
| 650 |
_ahigh school, _933437 |
||
| 650 |
_aprograms, _934272 |
||
| 650 |
_aadolescent, _934273 |
||
| 650 |
_a subjects, _934177 |
||
| 650 |
_a minority academic success, _934151 |
||
| 650 |
_aurban education _934274 |
||
| 700 |
_aPeguero, Anthony A. _934275 |
||
| 700 |
_aJohnson, Brent E. _934276 |
||
| 773 | 0 |
_010959 _915474 _dSage, 2019. _tUrban education |
|
| 856 | _uhttps://doi.org/10.1177/0042085916628609 | ||
| 942 |
_2ddc _cART |
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