Preparing for Citizenship: Immigrant High School Students' Curriculum and Socialization
Preparing for Citizenship: Immigrant High School Students' Curriculum and Socialization
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DOI：
10.1080/00933104.2008.10473365
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发表时间：
2008-01-01
影响因子：
2.6
通讯作者：
Schiller, Kathryn S.
中科院分区：
文献类型：
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作者：
Callahan, Rebecca M.;Muller, Chandra;Schiller, Kathryn S.
移民青少年是我们人口中增长最快的部分之一，但我们对学校如何为他们做好公民身份准备知之甚少。虽然先前的研究表明，高中公民教育，学术成就和联系感增加了成年早期的政治参与，但我们不知道这些过程是否适用于移民青年。使用纵向，全国代表性的数据从青少年健康和学业成就研究（AHAA）和青少年健康的国家纵向研究（添加健康），我们采用多层次模型来调查正式和非正式的学校课程对早期成人投票和登记的影响。我们发现，移民父母的孩子谁采取更多的高中社会研究课程有更高水平的报告选民登记和投票。此外，就读于学生有更大的联系感或父母有更多教育的高中是登记和投票的重要预测因素，无论移民身份如何。
Immigrant adolescents are one of the fastest growing segments of our population, yet we know little about how schools prepare them for citizenship. Although prior research suggests that high school civics education, academic achievement, and a sense of connection increase political participation in early adulthood, we do not know if these processes apply to immigrant youth. Using longitudinal, nationally representative data from the Adolescent Health and Academic Achievement study (AHAA) and the National Longitudinal Study of Adolescent Health (Add Health), we employ multilevel models to investigate the effects of formal and informal school curricula on early adult voting and registration. We find that children of immigrant parents who take more high school social studies coursework have higher levels of reported voter registration and voting. In addition, attending a high school where students have a greater sense of connection or where parents have more education are important predictors of registration and voting, regardless of immigrant status.