%0 Journal Article
%T The Children of Immigrants¡¯ Bonding to School: Examining the Roles of Assimilation, Gender, Race, Ethnicity, and Social Bonds
%A Anthony A. Peguero
%A Brent E. Johnson
%A Jennifer M. Bondy
%J Urban Education
%@ 1552-8340
%D 2019
%R 10.1177/0042085916628609
%X Social bonds to school (i.e., attachment, commitment, involvement, and belief) can influence educational progress and success for students; however, the children of immigrants¡¯ bonding to school remain unclear. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel analysis to examine straight-line assimilation, segmented assimilation, and immigrant optimism theories in relationship to the children of immigrants¡¯ school bonds. Findings suggest that bonds to school are moderated by gender, race, ethnicity, and immigrant generation. The implications of the evident disparities in the children of immigrants¡¯ bonds to U.S. public schools are discussed more broadly
%K high school
%K programs
%K adolescent
%K subjects
%K minority academic success
%K urban education
%U https://journals.sagepub.com/doi/full/10.1177/0042085916628609