Journal of Immigrant and Refugee Studies
Volume 13, Issue 2, 2015, Pages 200-220

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

Peguero A.A.* , Shekarkhar Z. , Popp A.M. , Koo D.J.
  • a Center for Peace Studies and Violence Prevention, Virginia Tech, Blacksburg, VA, United States
  • b Department of Criminal Justice, Fayetteville State University, Fayetteville, NC, United States
  • c Department of Sociology, Duquesne University, Pittsburgh, PA, United States
  • d Department of Criminal Justice, California State University, Fullerton, Fullerton, CA, United States

Abstract

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. © 2015, Copyright © Taylor & Francis Group, LLC.

Author Keywords

School discipline, race and ethnicity, assimilation

Index Keywords

Acculturation immigrant ethnicity race student
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84931094244&doi=10.1080%2f15562948.2014.951136&partnerID=40&md5=ce7ab7dd2bcb33aac1213ee026be061e
DOI: 10.1080/15562948.2014.951136
ISSN: 15562948
Cited by: 12
Original Language: English