TY - JOUR
T1 - Context of Reception and School Violence
T2 - Exploring the Nexus of Immigration, Race/Ethnicity, Place, and School Crime
AU - Peguero, Anthony A.
AU - Irizarry, Yasmiyn
AU - Iwama, Janice A.
AU - Dunning-Lozano, Jessica L.
AU - Sung Hong, Jun
AU - King, Sanna
N1 - 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.
PY - 2021/7
Y1 - 2021/7
N2 - 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.
AB - 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.
KW - Asian Americans
KW - Latinos
KW - immigration
KW - school
KW - students
KW - violence
UR - http://www.scopus.com/inward/record.url?scp=85118563626&partnerID=8YFLogxK
U2 - 10.1177/2332649220980492
DO - 10.1177/2332649220980492
M3 - Article
AN - SCOPUS:85118563626
SN - 2332-6492
VL - 7
SP - 420
EP - 449
JO - Sociology of Race and Ethnicity
JF - Sociology of Race and Ethnicity
IS - 3
ER -