Social 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.
AkosP.GalassiJ. P. (2004). Gender and race as factors in psychosocial adjustment to middle and high school. The Journal of Educational Research, 98, 102-108.
2.
AlbaR.NeeV. (2003). Remaking the American mainstream: Assimilation and contemporary immigration. Boston, MA: Harvard University Press.
3.
AppleM. W. (2004). Ideology and curriculum (25th anniversary ed.). New York, NY: Routledge.
4.
BanduraA. (1977). Social learning theory. New York, NY: General Learning Press.
5.
BanduraA. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
6.
BettieJ. (2003). Women without class: Girls, race, and identity. Berkeley: University of California Press.
7.
BlakeJ. J.ButlerB. A.LewisC. L.DarensbourgA. (2011). Unmasking the inequitable discipline experiences of urban Black girls: Implications for urban stakeholders. Urban Review, 43, 90-106.
8.
BryanJ.Moore-ThomasC.GaenzleS.KimJ.LinC. H.NaG. (2012). The effects of school bonding on high school seniors’ academic achievement. Journal of Counseling and Development, 90, 467-480.
9.
BuiH. N. (2009). Parent–child conflicts, school troubles, and differences in delinquency across immigration generations. Crime & Delinquency, 55, 412-441.
10.
CammarotaJ. (2004). The gendered and racialized pathways of Latina and Latino youth: Different struggles, different resistances in the urban context. Anthropology & Education Quarterly, 35, 53-74.
11.
CapraraG.VecchioneM.AlessandriG.GerbinoM.BarbaranelliC. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81, 78-96.
12.
ChouR.FeaginJ. (2008). The myth of the model minority: Asian Americans facing racism. Boulder, CO: Paradigm.
13.
CrenshawK. W.OcenP.NandaJ. (2015). Black girls matter: Pushed out, overpoliced, and underprotected. New York, NY: Center for Intersectionality and Policy Studies.
14.
CrosnoeR.JohnsonM. K.ElderG. H. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77, 60-81.
15.
EspirituY. L. (2001). “We don’t sleep around like White girls do”: Family, culture, and gender in Filipina American lives. Signs, 26, 415-440.
16.
EwertS. (2009). Student misbehavior during senior year: A comparison of immigrants and the native-born. Social Science Research, 38, 826-839.
17.
FelicianoC. (2009). Education and ethnic identity formation among children of Latin American and Caribbean immigrants. Sociological Perspectives, 52, 135-158.
18.
FelicianoC. (2012). The female educational advantage among adolescent children of immigrants. Youth & Society, 44, 431-449.
19.
GarcίaL. (2009). “Why do you want to know about that?” Heteronormativity, sexism, and racism in the sexual (mis)education of Latina youth. Gender & Society, 23, 520-541.
20.
GialloR.TreyvaudK.CooklinA.WadeC. (2013). Mothers’ and fathers’ involvement in home activities with their children: Psychosocial factors and the role of parental self-efficacy. Early Child Development and Care, 183, 343-359.
21.
HirschiT. (1969). Causes of delinquency. Berkeley: University of California Press.
22.
IngelsS. J.PrattD. J.WilsonD.BurnsL. J.CurrivanD.RogersJ. E.Hubbard-BednaszS. (2007). Education longitudinal study of 2002: Base-year to second follow-up data file documentation (NCES 2008-347). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
23.
JiangX.PetersonR. (2011). Beyond participation: The association between school extracurricular activities and involvement in violence across generations of immigration. Journal of Youth and Adolescence, 41, 362-378.
24.
JonesT.PrinzR. (2005). Potential roles of parental self-efficacy in parent and child adjustment: A review. Clinical Psychology Review, 25, 341-363.
25.
KaoG.TiendaM. (1995). Optimism and achievement: The educational performance of immigrant youth. Social Science Quarterly, 76(1), 1-19.
26.
KaoG.VaqueraE.GoyetteK. (2013). Education and immigration. Cambridge, UK: Polity Press.
27.
KasinitzP.MollenkopfJ. H.WatersM. C.HoldawayJ. (2009). Inheriting the city: The children of immigrants come of age. New York, NY: Russell Sage Foundation.
28.
KupchikA. (2010). Homeroom security: School discipline in an age of fear. New York, NY: New York University Press.
29.
LeeS. J. (2005). Up against whiteness: Race, school and immigrant youth. New York, NY: Teachers College Press.
30.
LeeS. J. (2009). Unraveling the model minority stereotype: Listening to Asian American youth. New York, NY: Teachers College Press.
31.
LeiJ. Y. (2003). Unnecessary toughness: Those “loud Black girls” and those “quiet Asian boys.”Anthropology and Education Quarterly, 34, 158-181.
32.
LópezN. (2003). Hopeful girls, troubled boys: Race and gender disparity in urban education. New York, NY: Routledge.
33.
MaddoxS. J.PrinzR. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6, 31-49.
34.
MorrisE. (2007). “Ladies” or “loudies”: Perceptions and experiences of Black girls in classrooms. Youth & Society, 38, 490-515.
35.
National Center for Education Statistics. (2002a). Common core of data. Washington, DC: Author.
36.
National Center for Education Statistics. (2002b). Education longitudinal study. Washington, DC: Author.
37.
NgoB. (2009). Ambivalent, urban immigrant identities: The incompleteness of Lao American student identities. International Journal of Qualitative Studies in Education, 22, 201-220.
38.
OlsenL. (2008). Made in America: Immigrant students in our public schools. New York, NY: The New Press.
39.
PegueroA. A. (2009). Victimizing the children of immigrants: Latino and Asian American student victimization. Youth & Society, 41, 186-208.
40.
PegueroA. A. (2013). An adolescent victimization immigrant paradox? School-based routines, lifestyles, and victimization across immigration generations. Journal of Youth and Adolescence, 42, 1759-1773.
41.
PegueroA. A.BondyJ. M. (2011). Immigration and students’ relationship with teachers. Education and Urban Society, 43, 165-183.
42.
PegueroA. A.BondyJ. M. (2015). Schools, justice, and immigrant students: Segmented assimilation, race, ethnicity, gender, and perceptions of fairness and order. Teachers College Record, 117(7), 1-42.
43.
PegueroA. A.JiangX. (2014). Social control across immigrant generations: Adolescent violence at school and examining the immigrant paradox. Journal of Criminal Justice, 42, 276-287.
44.
PegueroA. A.PoppA. M.LatimoreT. L.ShekarkharZ.KooD. J. (2011). Social control and school misbehavior: Examining the role of race and ethnicity. Youth Violence and Juvenile Justice, 9, 259-275.
45.
PerreiraK. M.HarrisK. M.LeeD. (2006). Making it in America: High school completion by immigrant and native youth. Demography, 43, 511-536.
46.
PortesA.RumbautR. (2001). Legacies: The story of the immigrant second generation. Berkeley: University of California Press.
47.
PortesA.RumbautR. (2014). Immigrant America: A portrait. Berkeley: University of California Press.
48.
RaudenbushS. W.BrykA. S.CongdonR. T. (2008). Hierarchical linear and nonlinear modeling. Lincolnwood, IL: Scientific Software International.
49.
RiosV. M. (2011). Punished: Policing the lives of Black and Latino boys. New York: New York University Press.
50.
Rolón-DowR. (2004). Seduced by Images: Identity and schooling in the lives of Puerto Rican girls. Anthropology & Education Quarterly, 35, 8-29.
51.
RongX. L.PreissleJ. (2008). Educating immigrant students in the 21st century: What educators need to know. Thousand Oaks, CA: Sage.
52.
Suárez-OrozcoC.Suárez-OrozcoM.TodorovaI. (2008). Learning a new land: Immigrant students in American society. Cambridge, MA: Harvard University Press.
53.
TeranishiR. (2002). Asian Pacific Americans and critical race theory: An examination of school racial climate. Equity & Excellence in Education, 35, 144-154.
54.
U.S. Census Bureau. (2010). Current population survey. Washington, DC: U.S. Census Bureau, Population Division.
55.
ValenzuelaA. (1999). Subtractive schooling: U.S. Mexican youth and the politics of caring. Albany: State University of New York Press.
56.
WehlageG. G.RutterR. A.SmithG. A.LeskoN.FernandezR. R. (1989). Reducing the risk: Schools as communities of support. New York, NY: Falmer Press.
57.
WerblowJ.UrickA.DuesberyL. (2013). On the wrong track: How tracking is associated with dropping out. Equity & Excellence in Education, 46, 270-284.
58.
WilliamsL. S.AlvarezS. D.HauckK. S. (2002). My name is not María: Young Latinas seeking home in the heartland. Social Problems, 49, 563-584.
59.
YangP. Q. (2004). Generational differences in educational attainment among Asian Americans. Journal of Asian American Studies, 7(1), 51-71.
60.
ZhouM. (1997). Growing up American: The challenge confronting immigrant children and children of immigrants. Annual Review of Sociology, 23, 63-95.
61.
ZhouM.BankstonC. L. (2001). Family pressure and the educational experiences of the daughters of Vietnamese refugees. International Migration, 39(4), 133-151.
