Context of Reception and School Violence: Exploring the Nexus of Immigration, Race/Ethnicity, Place, and School Crime

Anthony A. Peguero, Yasmiyn Irizarry, Janice A. Iwama, Jessica L. Dunning-Lozano, Jun Sung Hong, Sanna King

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

Of course, ensuring safe environments in the U.S. educational system is paramount. It is also evident, however, inequalities associated with immigration, race/ethnicity, and situational context can impede school safety pursuits. Although prior research has revealed a pattern between “downward” assimilation and increased experiences with student-level violence and disorder for the children of racial/ethnic immigrants (i.e., first- and second-generation), investigations about school-level rates of violence and disorder associated with the context of reception remain uncertain. Our study seeks to contribute to the research about immigration, racial/ethnic inequality, education, and violence by examining the associations between context, school violence, and crime, and the schooling of children of immigrants by drawing on a context of reception conceptual framework to address three research questions. First, is there an association between an increasing proportion of children of immigrants and school crimes (i.e., violence, property damage, and substance use)? Second, are there differences linked to the context of reception (i.e., urban, suburban, town, and rural) in the association between the increasing proportion of children of immigrants and school crime? Third, are there racial/ethnic differences in the association between the increasing proportion of children of immigrants and school crimes in distinct contexts? Findings indicate that the children of racial/ethnic minority immigrants have significantly distinct associations with rates of school violence and crime across all contexts; however, there are important and distinctive nuances that are presented and examined.

Original languageEnglish
Pages (from-to)420-449
Number of pages30
JournalSociology of Race and Ethnicity
Volume7
Issue number3
DOIs
StatePublished - Jul 2021

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by the National Science Foundation (Grant# NSF-SES-1625703) and in part by Grant 5 R24 HD042849, Population Research Center, awarded to the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Child Health and Human Development. Opinions reflect those of the authors and do not necessarily reflect those of the granting agencies.

Funding Information:
We wish to extend our deepest gratitude to the editors and blind reviewers for the helpful comments and constructive suggestions throughout the development of this research manuscript. Appreciation is conveyed for the support offered by the Racial Democracy, Crime and Justice Network (RDCJN), and Latina/o/x Criminology (LC). The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by the National Science Foundation (Grant# NSF-SES-1625703) and in part by Grant 5 R24 HD042849, Population Research Center, awarded to the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Child Health and Human Development. Opinions reflect those of the authors and do not necessarily reflect those of the granting agencies.

Publisher Copyright:
© American Sociological Association 2021.

Keywords

  • Asian Americans
  • Latinos
  • immigration
  • school
  • students
  • violence

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