The Role of School in the Upward Mobility of Disadvantaged Immigrants' Children.
The Role of School in the Upward Mobility of Disadvantaged Immigrants' Children.
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DOI：
10.1177/0002716208322582
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发表时间：
2008-11
期刊：
影响因子：
--
通讯作者：
Pong SL
中科院分区：
文献类型：
--
作者：
Hao L;Pong SL
我们如何解释弱势移民子女的特殊进步？通过对分段同化理论的扩展，本文追溯了2000年年近30岁的年轻人就读的高中的结构和关系属性。假设来源于教育社会学的理论，并用国家教育纵向研究(NELS)的四波数据进行了检验。作者提出了三个主要发现。首先，绝大多数弱势学生在公立学校就读；在弱势学生就读的公立学校中，一些关系属性是典型的。其次，孩子的向上流动是由他们高中的结构和关系属性决定的。对于弱势青少年和弱势青少年来说，大多数学校效应是相同的，学生与教育者之间的联系和课程结构对弱势青少年的积极影响更强。最后，中国人、墨西哥人和白人的流动模式大不相同。墨西哥人不太可能受到有利的学校特性的影响。
How can we explain exceptional advancement by disadvantaged immigrants’ children? Extending segmented assimilation theory, this article traces the structural and relational attributes of high schools attended by young adults who reached their late twenties in 2000. Hypotheses are derived from theories in sociology of education and tested with four waves of data from the National Educational Longitudinal Study (NELS). The authors offer three major findings. First, an overwhelming majority of disadvantaged students attend public schools; some relational attributes are typical in public schools attended by disadvantaged students. Second, children’s upward mobility is shaped by the structural and relational attributes of their high schools. Most school effects are the same for disadvantaged and advantaged youngsters, and student-educator bonds and curriculum structure have even stronger positive effects for the disadvantaged. Finally, mobility patterns differ widely among Chinese, Mexicans, and whites. Mexicans are less likely to be exposed to favorable school attributes.
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影响因子：
3.9
作者：
LEE, VE;SMITH, JB
通讯作者：
SMITH, JB
影响因子：
3.9
作者：
Hao, LX;Bonstead-Bruns, M
通讯作者：
Bonstead-Bruns, M
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3.9
作者：
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通讯作者：
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作者：
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通讯作者：
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作者：
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通讯作者：
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