Diversity and Change in the Institutional Context of Immigrant Adaptation: California Schools 1985-2000.
This article brings attention to a structural dimension of the schooling context that may affect the incorporation of immigrant youths. Using administrative data about students in California public schools, we found that Spanish-speaking, limited English-proficient (LEP) children have become increas...
| Publicado en: | Demography Vol. 39; no. 4; pp. 639 - 655 |
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| Autores principales: | , |
| Formato: | Artículo |
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Springer Science & Business Media B.V.
November 2002
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510272604&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510272604 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00703370 DEM jtl: Demography issn: 00703370 maglogo: N pubinfo: dt: November 2002 vid: 39 iid: 4 pid: 237 pub: Springer Science & Business Media B.V. artinfo: ui: 510272604 10.1353/dem.2002.0042 ppf: 639 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.2MB tig: atl: Diversity and Change in the Institutional Context of Immigrant Adaptation: California Schools 1985-2000. aug: au: Van Hook, Jennifer Balistreri, Kelly Stamper su: Segregation in education Education of children of immigrants Minority youth Public schools California sug: subj: California Segregation in education Education of children of immigrants Minority youth Public schools ab: This article brings attention to a structural dimension of the schooling context that may affect the incorporation of immigrant youths. Using administrative data about students in California public schools, we found that Spanish-speaking, limited English-proficient (LEP) children have become increasingly more likely to attend schools with low-income, minority, and LEP students than other non-LEP and LEP groups. Nearly all the change in school composition can be attributed to statewide shifts in the composition of the school-aged population. But compositional changes have disproportionately occurred in schools attended by Spanish-speaking LEP students as a result of district-level patterns of segregation by income, race/ethnicity, and language. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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