2021
DOI: 10.1177/2332649220980492
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Context of Reception and School Violence: Exploring the Nexus of Immigration, Race/Ethnicity, Place, and School Crime

Abstract: Of course, ensuring safe environments in the U.S. educational system is paramount. It is also evident, however, inequalities associated with immigration, race/ethnicity, and situational context can impede school safety pursuits. Although prior research has revealed a pattern between “downward” assimilation and increased experiences with student-level violence and disorder for the children of racial/ethnic immigrants (i.e., first- and second-generation), investigations about school-level rates of violence and d… Show more

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Cited by 8 publications
(7 citation statements)
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“…These findings are consistent with research that indicates that immigrant populations, both young and old, are less likely to engage in crime and delinquency. Yet, segmented assimilation theory suggests that immigrant youth learn or assimilate deviant behavior in later generations, such as third-generation, because deviant behavior is arguably more normative and expected in the U.S. (Ousey and Kubrin 2009, 2018; Peguero et al 2021; Sampson 2008; Portes and Rumbaut 2014). While our study includes measures for first- and second-generation immigrant students, other studies that find Hispanic youth are associated with more punitive responses in school may be capturing some of the later generations of Hispanic immigrants (e.g., third-generation) in school.…”
Section: Discussionmentioning
confidence: 99%
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“…These findings are consistent with research that indicates that immigrant populations, both young and old, are less likely to engage in crime and delinquency. Yet, segmented assimilation theory suggests that immigrant youth learn or assimilate deviant behavior in later generations, such as third-generation, because deviant behavior is arguably more normative and expected in the U.S. (Ousey and Kubrin 2009, 2018; Peguero et al 2021; Sampson 2008; Portes and Rumbaut 2014). While our study includes measures for first- and second-generation immigrant students, other studies that find Hispanic youth are associated with more punitive responses in school may be capturing some of the later generations of Hispanic immigrants (e.g., third-generation) in school.…”
Section: Discussionmentioning
confidence: 99%
“…Several studies argue that increased levels of social control and stringent use of school punishment are negatively affecting school climate and exacerbating racial/ethnic educational inequalities, especially in urban communities (Peguero 2012; Peguero et al 2021; Rios 2011; Shedd 2015). Schools convey information to students in both subtle and overt ways in terms of what race/ethnicity and place mean; who holds power in society; and whose knowledge and beliefs are valued and respected, including in relation to equitable treatment and punishment practices.…”
Section: The Significance Of Place and Potential Relevance Of The Bordermentioning
confidence: 99%
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“…COR can result in positive, negative, or neutral modes of incorporation for immigrant groups (Luthra et al, 2018)-providing a lens to examine incorporation beyond individual characteristics (Marrow, 2011). Recent scholarship has applied COR to investigate school violence (Peguero et al, 2021), teacher preferences in teaching English Learner classes (Dabach, 2011), and unaccompanied minors' development of a legal consciousness (Galli, 2019). In addition, COR has helped better define incorporation.…”
Section: Conceptual Framework: Nested Contexts Of Receptionmentioning
confidence: 99%