Reconceptualizing Context: A Multilevel Model of the Context of Reception and Second‐Generation Educational Attainment
Reconceptualizing Context: A Multilevel Model of the Context of Reception and Second‐Generation Educational Attainment
复制标题
重新概念化情境：接受情境和第二代教育程度的多层次模型
DOI：
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发表时间：
2018
影响因子：
3.8
通讯作者：
R. Waldinger
中科院分区：
文献类型：
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作者：
R. Luthra;Thomas Soehl;R. Waldinger
本文旨在通过对背景对第二代结果的影响进行理论和实证重新考虑，使学术界重新关注分段同化方法和传统（或新）同化方法之间的核心知识鸿沟。我们评估了多种方法来衡量接收国的背景影响并衡量其对移民子女教育程度的影响。我们证明，我们提出的措施比流行的方法更好地预测第二代的教育程度，从而实现了多层次的建模策略，可以解释嵌套在不同接收环境中的移民家庭的结构。
This paper seeks to return scholarly attention to a core intellectual divide between segmented and conventional (or neo‐)assimilation approaches, doing so through a theoretical and empirical reconsideration of contextual effects on second‐generation outcomes. We evaluate multiple approaches to measuring receiving country contextual effects and measuring their impact on the educational attainment of the children of immigrants. We demonstrate that our proposed measures better predict second‐generation educational attainment than prevailing approaches, enabling a multilevel modeling strategy that accounts for the structure of immigrant families nested within different receiving contexts.