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

Anthony A. Peguero; Zahra Shekarkhar; Ann Marie Popp; Dixie J. Koo

doi:10.1080/15562948.2014.951136

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

Anthony A. Peguero, Zahra Shekarkhar, Ann Marie Popp, Dixie J. Koo

Research output: Contribution to journal › Article › peer-review

33 Scopus citations

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.

Original language	English (US)
Pages (from-to)	200-220
Number of pages	21
Journal	Journal of Immigrant and Refugee Studies
Volume	13
Issue number	2
DOIs	https://doi.org/10.1080/15562948.2014.951136
State	Published - Apr 3 2015
Externally published	Yes

Keywords

School discipline, race and ethnicity, assimilation

ASJC Scopus subject areas

Health(social science)
Demography
Geography, Planning and Development

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10.1080/15562948.2014.951136

Cite this

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AB - 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.

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

Abstract

Keywords

ASJC Scopus subject areas

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