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                            Funding & Awards
 Social Bonds Across Immigration Generations and the Immigrant School Enclave
Award Information
Awardee
              Virginia Polytechnic Institute & State University
Award #
              2012-IJ-CX-0003
Funding Category
              Competitive
Location
                    Blacksburg, VA
Congressional District
              9
Status
              Closed
Funding First Awarded
              2012
Total funding (to date)
              $99,122
Original Solicitation
              NIJ FY 12 W.E.B. Dubois Fellowship for Research in Race, Gender, Culture and Crime
Description of original award (Fiscal Year 2012, $99,122)
The purpose of this research is to examine the role immigration has on the known relationships between school, social bonds, student violence, school disorder, and educational failure. This research will examine the linkages between these factors through the lens of social bond theory and the assimilation theoretical framework. 
Data is drawn from the Educational Longitudinal Study (ELS) administered by the Research Triangle Institute for the National Center for Education Statistics at the Department of Education.  This data was designed to monitor the transition of a national sample of youth as they progress from 10th grade through the world of college and work.  It includes information obtained from students, their school records, their parents, teachers and administrators of their high school, including the principal and the library media center director.  The data includes information for 9,870 youth collected in 2002, 2004, and 2006, with another round of data collection anticipated for 2012.

The ELS will also be linked to the Common Core Data (CCD) that is the Department of Education's primary database on public elementary and secondary education in the U.S. It provides school level data. 
The data will be analyzed using two methods, hierarchical linear modeling and structural equation modeling. The nested structure of the ELS (i.e., students within schools) makes multilevel modeling an appropriate analytic tool. Hierarchical Linear and Nonlinear Modeling (HLM) will be utilized to analyze the multilevel relationships between school social bonds, race, ethnicity, gender, immigration, violence, and disorder.  To address the longitudinal research questions associated with this proposal, the grantee will incorporate Structural Equation Modeling (SEM). SEM is ideal for identifying causal mechanisms because it allows for the simultaneous estimation of direct and indirect effects. It will be used to determine the extent to which student violence, school disorder, and school social bonds serves as mechanisms that contribute to or ameliorate the children of immigrants' likelihood of dropping out.ca/ncf



  
Grant-Funded Publications
        
                      School Victimization, Immigration, Dropping Out, and Gender Disparities
                  Are Violence and Disorder at School Placing Adolescents Within Immigrant Families at Higher Risk of Dropping Out?
                  School Disorder and Dropping Out: The Intersection of Gender, Race, and Ethnicity
                  Punishing Latina/o Youth: School Justice, Fairness, Order, Dropping Out, and Gender Disparities
                  Social Bonds Across Immigrant Generations: Bonding to School and Examining the Relevance of Assimilation
                  Social Bonding to School and Educational Inequality: Race/Ethnicity, Dropping Out, and the Significance of Place
                  Children of Immigrants' Bonding to School: Examining the Roles of Assimilation, Gender, Race, Ethnicity, and Social Bonds

  
Date Created: August 23, 2012
    
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