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Immigrant Generation, School Procedural Justice, and Educational Attainment
Author(s) -
DunningLozano Jessica L.,
Peguero Anthony A.,
Thai Mai
Publication year - 2020
Publication title -
sociological inquiry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.446
H-Index - 51
eISSN - 1475-682X
pISSN - 0038-0245
DOI - 10.1111/soin.12349
Subject(s) - immigration , educational attainment , ethnic group , punishment (psychology) , criminology , sociology , economic justice , multilevel model , demographic economics , educational inequality , social psychology , psychology , inequality , political science , economics , law , mathematical analysis , mathematics , machine learning , anthropology , computer science
There is much educational concern about the disproportionate punishment of racial/ethnic minority students within U.S. public schools. Research evidence indicates that school punishment exacerbates the already‐known racial/ethnic inequalities within the educational system. What remains uncertain is if and how school punishment, justice, and fairness are moderating educational attainment for the children of immigrants. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel analysis to examine how school punishment, justice, and fairness influence the educational attainment of children of immigrants. The study draws on straight‐line and segmented assimilation frameworks to evaluate variation in these effects by immigrant generation. Findings do suggest that improved school procedural justice and fairness could enhance educational attainment as well as ameliorate the detrimental impact of school punishment; however, these patterns are segmented by immigrant generation and race/ethnicity.