Social Bonds Across Immigration Generations and the Immigrant School Enclave: A Multilevel Longitudinal Study of Student Violence, School Disorder, and Dropping Out, United States, 2002 (ICPSR 35647)
Version Date: May 17, 2018 View help for published
Principal Investigator(s): View help for Principal Investigator(s)
Anthony Peguero, Virginia Polytechnic Institute & State University
https://doi.org/10.3886/ICPSR35647.v1
Version V1
Summary View help for Summary
These data are part of NACJD's Fast Track Release and are distributed as they there received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except of the removal of direct identifiers. Users should refer to the accompany readme file for a brief description of the files available with this collections and consult the investigator(s) if further information is needed.
This study consists of a secondary analysis of data from the Educational Longitudinal Study of 2002 (ELS) to investigate associations between immigration, misbehavior, victimization, disorder, and educational failure (i.e., dropping out). Six research questions that were addressed in this study include: do school social bonds vary across immigration generations? Second, is student violence (i.e., misbehavior and victimization) explained by school social bonds across generations? Third, are student violence and school disorder related to the children immigrants' likelihood of dropping out? Fourth, are strong school social bonds mitigating the likelihood of dropping out for the children of immigrants? Fifth, are immigrant school enclaves associated with increased school social bonds among adolescents, decreased student violence and school disorder, and lower levels of dropping out? Sixth, does the intersection of race, ethnicity, and gender moderate the relationship between student violence and school social bonds for the children of immigrants?
There are no data files available with this study. Only the syntax file used by the researcher is provided.
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Subject Terms View help for Subject Terms
Geographic Coverage View help for Geographic Coverage
Smallest Geographic Unit View help for Smallest Geographic Unit
none
Distributor(s) View help for Distributor(s)
Time Period(s) View help for Time Period(s)
Date of Collection View help for Date of Collection
Data Collection Notes View help for Data Collection Notes
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These data are part of NACJD's Fast Track Release and are distributed as they there received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except of the removal of direct identifiers. Users should refer to the accompany readme file for a brief description of the files available with this collections and consult the investigator(s) if further information is needed.
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There are no data files available with this study. Only syntax files used by the researchers are provided.
- This study used restricted-access data from the Educational Longitudinal Study of 2002 (ELS), available from the National Center for Education Statistics (NCES) of the U.S. Department of Education. Educational Longitudinal Study of 2002 (ELS)
Study Purpose View help for Study Purpose
The Center for Disease Control and Prevention has stressed that student violence and school disorder is a top public health concern because of the detrimental effects on the physical health, emotional well-being, and educational progress of youth. Concurrently, public schools in the United States (US) are in the midst of a historical demographic transformation as a result of immigration. Even though there is research that explores immigration, violence, and emotional progress, little is known about the links between immigration, student violence, school disorder, and the associated educational impact. The goal of this study is to investigate the role immigration has on the known relationships between school social bonds, student violence, school disorder, and educational failure.
Study Design View help for Study Design
Data for this research was drawn from the Educational Longitudinal Study of 2002 (ELS), which was a longitudinal survey administered by the Research Triangle Institute (RTI) for the National Center for Education Statistics (NCES) of the U.S. Department of Education. ELS was designed to monitor the transition of a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. These data included information about the experiences and backgrounds of the students, their parents and teachers, and descriptions of the schools the students attended. ELS was a nationally representative sample of tenth graders.
Sample View help for Sample
The analytical sample used in this secondary analysis was smaller than the original sample size of 15,360 students for the Educational Longitudinal Study of 2002. This study focused on the 12,040 public school students in the base year sample and utilized a subsample of the ELS consisting of 9,870 first (N=1,170,12%), second (N=1,540,16%), and third-plus (N=7,160,73%) generation public school students (N=5,050;51% female) in 580 public schools.
Time Method View help for Time Method
Universe View help for Universe
All eligible United States 10th graders in 2002.
Unit(s) of Observation View help for Unit(s) of Observation
Data Type(s) View help for Data Type(s)
Mode of Data Collection View help for Mode of Data Collection
Description of Variables View help for Description of Variables
Several variables were analyzed for this study, the examples are as follows: Student misbehavior, student victimization, dropping out, Measures of School Social Bonds, student attachment, student commitment, student involvement, student race and ethnicity, student beliefs, student generational status, student gender, student educational achievement, family involvement, social disorders, and school characteristics.
Response Rates View help for Response Rates
Not applicable
Presence of Common Scales View help for Presence of Common Scales
none
HideNotes
These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.
The public-use data files in this collection are available for access by the general public. Access does not require affiliation with an ICPSR member institution.