ERIC Number: EJ1062507
Record Type: Journal
Publication Date: 2015-May
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0195-6744
EISSN: N/A
Available Date: N/A
School Incorporation and High School Completion among Latino Youth
Reed, Katherine
American Journal of Education, v121 n3 p347-379 May 2015
Using data from the Education Longitudinal Study of 2002, a nationally representative sample of US high school students, I investigate how features of secondary schools influence the likelihood of Latino students completing high school. To do so, I introduce the concept of school incorporation, which includes school policies, school receptivity climate, and school coethnic community. Based on multilevel analysis, I find that attending schools where students feel safe and where students report having same-race friendships is associated with increased odds of graduation, as is attending a school that offers college preparation curriculum. However, I do not find that the effects varied by race/ethnicity or immigrant generation; that is, the relationships hold for all students rather than for Latino immigrants in particular. Thus, school incorporation is not appropriately labeled a mechanism for immigrant incorporation per se.
Descriptors: Longitudinal Studies, High School Students, Institutional Characteristics, Hispanic American Students, Academic Persistence, High School Graduates, School Policy, Educational Environment, School Culture, School Safety, Friendship, Probability, Racial Factors, Immigrants, At Risk Students, Achievement Gap, Dropouts, Cultural Differences, Generational Differences, Questionnaires, Hypothesis Testing, Regression (Statistics), Dropout Prevention, English (Second Language), College Preparation, Teaching Methods, Teacher Behavior, Student Characteristics, Family Structure, Socioeconomic Status, Gender Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A