Punishing the Children of Immigrants: Race, Ethnicity, Generational Status, Student Misbehavior, and School Discipline

被引：29

作者：

Peguero, Anthony ^{[1
]}

Shekarkhar, Zahra ^{[2
]}

Popp, Ann ^{[3
]}

Koo, Dixie ^{[4
]}

机构：

[1] Virginia Tech, Ctr Peace Studies & Violence Prevent, Blacksburg, VA USA

[2] Fayetteville State Univ, Dept Criminal Justice, Fayetteville, NC USA

[3] Duquesne Univ, Dept Sociol, Pittsburgh, PA 15219 USA

[4] Calif State Univ Fullerton, Dept Criminal Justice, Fullerton, CA 92634 USA

来源：

JOURNAL OF IMMIGRANT & REFUGEE STUDIES | 2015年 / 13卷 / 02期

基金：

美国国家科学基金会;

关键词：

School discipline; race and ethnicity; assimilation;

D O I：

10.1080/15562948.2014.951136

中图分类号：

C921 [人口统计学];

学科分类号：

摘要：

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.

引用

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页码：200 / 220

页数：21

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