Diversity and change in the institutional context of immigrant adaptation: California schools 1985-2000.
This article brings attention to a structural dimensions 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.
Van Hook
Jennifer
J
Center for Family and Demographic Research, Bowling Green State University, Bowling Green, OH 43403, USA. vanhook@bgnet.bgsu.edu
Balistreri
Kelly Stamper
KS
D000293:Adolescent; D002140:California; D002648:Child; D003144:Communication Barriers; D003467:Cultural Deprivation; D018864:Cultural Diversity; D003710:Demography; D004641:Emigration and Immigration / Q000706:statistics & numerical data*; D006801:Humans; D007802:Language; D017058:Mexican Americans / Q000706:statistics & numerical data; D008913:Minority Groups / Q000706:statistics & numerical data; D011203:Poverty / Q000208:ethnology* / Q000706:statistics & numerical data; D011204:Poverty Areas; D011287:Prejudice; D012574:Schools / Q000145:classification / Q000191:economics* / Q000706:statistics & numerical data; D012917:Social Adjustment; D012959:Socioeconomic Factors; D035862:Vulnerable Populations / Q000208:ethnology*