DOI: 10.3886/icpsr35647.v1
title: Social Bonds Across Immigration Generations and the Immigrant School Enclave: A Multilevel Longitudinal Study of Student Violence, School Disorder, and Dropping Out, United States, 2002
title: Version 1

description: These data are part of NACJD's Fast Track Release and are distributed as they there received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except of the removal of direct identifiers. Users should refer to the accompany readme file for a brief description of the files available with this collections and consult the investigator(s) if further information is needed. This study consists of a secondary analysis of data from the Educational Longitudinal Study of 2002 (ELS) to investigate associations between immigration, misbehavior, victimization, disorder, and educational failure (i.e., dropping out). Six research questions that were addressed in this study include: do school social bonds vary across immigration generations? Second, is student violence (i.e., misbehavior and victimization) explained by school social bonds across generations? Third, are student violence and school disorder related to the children immigrants' likelihood of dropping out? Fourth, are strong school social bonds mitigating the likelihood of dropping out for the children of immigrants? Fifth, are immigrant school enclaves associated with increased school social bonds among adolescents, decreased student violence and school disorder, and lower levels of dropping out? Sixth, does the intersection of race, ethnicity, and gender moderate the relationship between student violence and school social bonds for the children of immigrants?There are no data files available with this study. Only the syntax file used by the researcher is provided.
description: The Center for Disease Control and Prevention has stressed that student violence and school disorder is a top public health concern because of the detrimental effects on the physical health, emotional well-being, and educational progress of youth. Concurrently, public schools in the United States (US) are in the midst of a historical demographic transformation as a result of immigration. Even though there is research that explores immigration, violence, and emotional progress, little is known about the links between immigration, student violence, school disorder, and the associated educational impact. The goal of this study is to investigate the role immigration has on the known relationships between school social bonds, student violence, school disorder, and educational failure.
description: Data for this research was drawn from the Educational Longitudinal Study of 2002 (ELS), which was a longitudinal survey administered by the Research Triangle Institute (RTI) for the National Center for Education Statistics (NCES) of the U.S. Department of Education. ELS was designed to monitor the transition of a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. These data included information about the experiences and backgrounds of the students, their parents and teachers, and descriptions of the schools the students attended. ELS was a nationally representative sample of tenth graders.
description: Several variables were analyzed for this study, the examples are as follows: Student misbehavior, student victimization, dropping out, Measures of School Social Bonds, student attachment, student commitment, student involvement, student race and ethnicity, student beliefs, student generational status, student gender, student educational achievement, family involvement, social disorders, and school characteristics.
description: Response Rates: Not applicable
description: Presence of Common Scales: none
description: The analytical sample used in this secondary analysis was smaller than the original sample size of 15,360 students for the Educational Longitudinal Study of 2002. This study focused on the 12,040 public school students in the base year sample and utilized a subsample of the ELS consisting of 9,870 first (N=1,170,12%), second (N=1,540,16%), and third-plus (N=7,160,73%) generation public school students (N=5,050;51% female) in 580 public schools.
description: Datasets: DS1: Social Bonds Across Immigration Generations and the Immigrant School Enclave: A Multilevel Longitudinal Study of Student Violence, School Disorder, and Dropping Out, United States, 2002
description: All eligible United States 10th graders in 2002. Smallest Geographic Unit: none
description: on-site questionnaireThese data are part of NACJD's Fast Track Release and are distributed as they there received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except of the removal of direct identifiers. Users should refer to the accompany readme file for a brief description of the files available with this collections and consult the investigator(s) if further information is needed.There are no data files available with this study. Only syntax files used by the researchers are provided.This study used restricted-access data from the Educational Longitudinal Study of 2002 (ELS), available from the National Center for Education Statistics (NCES) of the U.S. Department of Education. Educational Longitudinal Study of 2002 (ELS)