This article brings attention to a structural dimensions of the schooling context that may affect the incorporation of immigrant youths. Using administrative data about students in California public schools, we found that Spanish-speaking, limited English-proficient (LEP) children have become increasingly more likely to attend schools with low-income, minority, and LEP students than other non-LEP and LEP groups. Nearly all the change in school composition can be attributed to statewide shifts in the composition of the school-aged population. But compositional changes have disproportionately occurred in schools attended by Spanish-speaking LEP students as a result of district-level patterns of segregation by income, race/ethnicity, and language.

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Vulnerable Populations vulnerable population cultural anthropology Cultural Diversity Communication Barriers social psychology economics demography poverty Cultural Deprivation minority group human communication disorder Schools statistics language ethnology United States Humans classification Adolescent California Hispanic Minority Groups Socioeconomic Factors socioeconomics school Article social adaptation migration Prejudice Poverty Areas Emigration and Immigration Social Adjustment Mexican Americans Child