Diversity and change in the institutional context of immigrant adaptation: California schools 1985-2000.
Demography
; 39(4): 639-54, 2002 Nov.
Article
em En
| MEDLINE
| ID: mdl-12471847
ABSTRACT
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.
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Base de dados:
MEDLINE
Assunto principal:
Pobreza
/
Instituições Acadêmicas
/
Ajustamento Social
/
Diversidade Cultural
/
Populações Vulneráveis
/
Emigração e Imigração
Idioma:
En
Ano de publicação:
2002
Tipo de documento:
Article