Punishing the Children of Immigrants: Race, Ethnicity, Generational Status, Student Misbehavior, and School Discipline
Punishing the Children of Immigrants: Race, Ethnicity, Generational Status, Student Misbehavior, and School Discipline
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DOI：
10.1080/15562948.2014.951136
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发表时间：
2015-01-01
影响因子：
1.2
通讯作者：
Koo, Dixie
中科院分区：
文献类型：
--
作者：
Peguero, Anthony;Shekarkhar, Zahra;Koo, Dixie
利用分段同化理论，本研究考察了移民子女在学校受到纪律处分的经历是否不成比例。本研究以2002年的教育纵向研究为基础，运用多层次技术分析种族、民族、代际地位、不良行为与学校纪律之间的关系。调查结果显示，黑人/非裔美国人第二代和第三代以上以及拉丁裔/非裔美国人第三代以上的年轻人受到纪律处分的几率增加，尽管他们的不良行为水平与美国白人同龄人相似。种族和民族的影响，以及代际差异，在学校纪律的做法进行了讨论。
Using segmented assimilation theory, this study examines whether the children of immigrants' experiences with being disciplined at school are disproportionate. This study draws from the Educational Longitudinal Study of 2002 and utilizes multilevel techniques to analyze the relationships between race, ethnicity, generational status, misbehavior, and school discipline. Findings reveal that Black/African American second- and third-plus generation as well as Latina/o American third-plus generation youth have increased odds of being disciplined despite having similar levels of misbehavior as their White American peers. The implications of the racial and ethnic, as well as generational, disparities in school discipline practices are discussed.