The role of school in the upward mobility of disadvantaged immigrants' children

Annals of the American Academy of Political and Social Science

Volumn 620, Issue 1, 2008, Pages 62-89

  Hao, Lingxin ^a   Pong, Suet Ling ^b,c  

^a JOHNS HOPKINS UNIVERSITY   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

^c Department of Education and Demography ^*

Author keywords

Chinese; High school effects; Immigrant children; Immigrants and education; Mexican; Segmented assimilation; Structural and relational attributes; Upward mobility

Indexed keywords

EID: 53549123290     PISSN: 00027162     EISSN: 15523349     Source Type: Journal    
DOI: 10.1177/0002716208322582     Document Type: Article

References (36)

1. Adelman, Clifford. 1999. Answers in the tool box: Academic intensity, attendance patterns, and bachelor's degree attainment. Washington, DC: National Institute on Postsecondary Education, Libraries, and Lifelong Learning, U.S. Department of Education.
2. - -. 2006. The toolbox revisited: Paths to degree completion from high school through college. Washington, DC: Office of Vocational and Adult Education, U.S. Department of Education.
3. Bryk, Anthony S., and Mary E. Driscoll. 1988. The school as community: Theoretical foundations, contextual influences, and consequences for students and teachers. Madison: National Center on Effective Secondary Schools, University of Wisconsin.
4. Bryk, Antonia, Valerie E. Lee, and Peter Blakeley Holland. 1993. Catholic school and the common good. Boston: Harvard University Press.
5. Elder, Glen H., Jr. 1998. The life course as developmental theory. Child Development 69 (1). 1-12.
6. Featherman, D.L., and R. Hauser. 1978. Opportunity and change. New York: Academic Press.
7. Grogger, Jeff, and Eric Eide. 1995. Changes in college skills and the rise in the college wage premium. Journal of Human Resources 30: 280-310.
8. Hao, Lingxin, and Melissa Bonstead-Bruns. 1998. Parent-child difference in educational expectations and academic achievement of immigrant and native students. Sociology of Education 71: 175-98.
9. Hoffer, Thomas, Andrew M. Greeley, and James S. Coleman. 1985. Achievent growth in public and Catholic schools. Sociology of Education 58: 74-97.
10. Huggett, Mark, Gustavo Ventura, and Amir Yaron. 2007. Sources of lifetime inequality. NBER Working Paper no. W13224, National Bureau of Economic Research, Cambridge, MA.
11. Kao, Grace, and Marta Tienda. 1995. Optimism and achievement: the educational performance of immigrant youth. Social Science Quarterly 76 (1). 1-19.
12. Lee, V.E., and A.S. Bryk. 1988. Curriculum tracking as mediating the social distribution of high school achievement. Sociology of Education 61: 78-94.
13. Lee, Valerie E., and Julia B. Smith. 1993. Effects of school restructuring on the achievement and engagement of middle-grade students. Sociology of Education 66: 164-87.
14. - -. 1996. Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education 104: 103-47.
15. Lee, V.E., J.B. Smith, and R.G. Croninger. 1997. How high school organization influences the equitable distribution of learning in mathematics and science. Sociology of Education 70: 128-50.
16. Lucas, Samuel Roundfield. 1999. Tracking inequality: stratification and mobility in American high schools. New York: Teachers College Press.
17. Lucas, Samuel R., and Mark Berends. 2002. Sociodemographic diversity, correlated achievement, and de facto tracking. Sociology of Education 75: 328-48.
18. Morgan, Stephen L. 2001. Counterfactuals, causal effect heterogeneity, and the Catholic school effect on learning. Sociology of Education 74: 341-74.
19. National Association of Secondary School Principals. 1996. Breaking ranks: Changing an American institution. Reston, VA: National Association of Secondary School Principals.
20. Oakes, J. 1985. Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
21. Pallas, Aaron M., Doris R. Entwisle, Karl L. Alexander, and M. Francis Stluka. 1994. Ability-group effects: Instructional, social, or institutional? Sociology of Education 67: 27-46.
22. Perlmann, Joel. 2005. Italians then, Mexicans now: Immigrant origins and second-generation progress, 1890 to 2000. New York: Russell Sage Foundation.
23. Pong, Suet-ling, and Lingxin Hao. 2007. Neighborhood and school factors in the school performance of immigrants' children. International Migration Review 41 (1). 206-41.
24. Portes, Alejandro, and Patricia Fernndez-Kelly. 2008. No margin for error: Educational and occupational achievement among disadvantaged children of immigrants. The Annals of the American Academy of Political and Social Science 620: 12-36.
25. Portes, Alejandro, and Dag MacLeod. 1996. Educational progress of children of immigrants: The roles of class, ethnicity, and school context. Sociology of Education 69: 255-75.
26. Portes, Alejandro, and Ruben G. Rumbaut. 2001. The legacies. Berkeley: University of California Press ; and New York: Russell Sage Foundation.
27. Portes, Alejandro, and Min Zhou. 1993. The new second generation: segmented assimilation and its variants. The Annals of the American Academy of Political and Social Science 530: 74-96.
28. Rosenholtz, Susan J. 1991. Teachers' workplace: The social organization of schools. New York: Longman.
29. Royston, P. 2004. Multiple imputation of missing values. The Stata Journal 4 (3). 227-41.
30. Rubin, D.B. 1987. Multiple imputation for non-response in surveys. New York: John Wiley.
31. Schneider, Barbara L., Adam E. Wyse, and Venessa Keesler. 2006-2007. Is small really better? Testing some assumptions about high school size. Brookings Papers on Education Policy, pp. 15-47. Washington, DC: Brookings Institution.
32. Stanton-Salazar, R., and Sanford M. Dornbusch. 1995. Social capital and the reproduction of inequality: Information networks among Mexican-origin high school students. Sociology of Education 68 (2). 116-35.
33. Stevenson, David L., Kathryn S. Schiller, and Barbara Schneider. 1994. Sequences of opportunities for learning. Sociology of Education 67: 184-98.
34. U.S. Department of Education. 2004. The impacts of regular upward bound: Results from the third follow-up data collection. Washington, DC: Government Printing Office.
35. Zhou, Min, and Carl L. Bankston III. 1998. Growing up American: How Vietnamese children adapt to life in the United States. New York: Russell Sage Foundation.
36. Zhou, Min, Jennifer Lee, Jody Agius Vallejo, Rosaura Tafoya-Estrada, and Yan Sao Xiong. 2008. Success attained, deterred, and denied: Divergent pathways to social mobility in Los Angeles's new second generation. The Annals of the American Academy of Political and Social Science 620: 37-61.