Integration or Exclusion? The Racial/Ethnic and Socioeconomic Composition of US Schools Attended by Mexican-Origin Youth

IF 2.4 1区 社会学 Q1 DEMOGRAPHY
Elizabeth Ackert, Matthew Snidal
{"title":"Integration or Exclusion? The Racial/Ethnic and Socioeconomic Composition of US Schools Attended by Mexican-Origin Youth","authors":"Elizabeth Ackert, Matthew Snidal","doi":"10.1177/01979183251359174","DOIUrl":null,"url":null,"abstract":"This study examines the racial/ethnic and socioeconomic composition of schools attended by US Mexican-origin youth. On average, Mexican-origin students are double-segregated in high-minority, high-poverty schools, but the prior literature does not consider how markers of immigrant and residential integration shape differences in school compositional characteristics between Mexican-origin and non-Latino/a white students or how these factors are related to intragroup heterogeneity in Mexican-origin schooling contexts. Using the restricted-use High School Longitudinal Study of 2009 (HSLS:09), we analyze two school compositional characteristics of Mexican-origin ninth-graders: School percent white and school average peer socioeconomic status (SES). We investigate the extent to which observable factors related to immigrant integration explain school compositional differences between Mexican-origin and non-Latino/a white students, and show how school compositional characteristics differ within the Mexican-origin student group by these markers of integration. We find that several observable factors, including household SES, parental race/ethnicity, and school type and location explain around three-quarters of differences in school percent white and school SES levels between Mexican-origin and white students. School percent white and SES levels increase among Mexican-origin students whose households exhibit indicators of integration. One exception to these patterns is for parental nativity, which does not play an important role in explaining school compositional differences between Mexican-origin and white youth, or contribute to intragroup heterogeneity in Mexican-origin school composition patterns, once other markers of integration are considered. In sum, Mexican-origin students whose families exhibit socioeconomic integration, parental racial/ethnic mixing, engagement in school choice, and geographic dispersion attend less minority-concentrated and higher-SES schools.","PeriodicalId":48229,"journal":{"name":"International Migration Review","volume":"44 1","pages":""},"PeriodicalIF":2.4000,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Migration Review","FirstCategoryId":"90","ListUrlMain":"https://doi.org/10.1177/01979183251359174","RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"DEMOGRAPHY","Score":null,"Total":0}
引用次数: 0

Abstract

This study examines the racial/ethnic and socioeconomic composition of schools attended by US Mexican-origin youth. On average, Mexican-origin students are double-segregated in high-minority, high-poverty schools, but the prior literature does not consider how markers of immigrant and residential integration shape differences in school compositional characteristics between Mexican-origin and non-Latino/a white students or how these factors are related to intragroup heterogeneity in Mexican-origin schooling contexts. Using the restricted-use High School Longitudinal Study of 2009 (HSLS:09), we analyze two school compositional characteristics of Mexican-origin ninth-graders: School percent white and school average peer socioeconomic status (SES). We investigate the extent to which observable factors related to immigrant integration explain school compositional differences between Mexican-origin and non-Latino/a white students, and show how school compositional characteristics differ within the Mexican-origin student group by these markers of integration. We find that several observable factors, including household SES, parental race/ethnicity, and school type and location explain around three-quarters of differences in school percent white and school SES levels between Mexican-origin and white students. School percent white and SES levels increase among Mexican-origin students whose households exhibit indicators of integration. One exception to these patterns is for parental nativity, which does not play an important role in explaining school compositional differences between Mexican-origin and white youth, or contribute to intragroup heterogeneity in Mexican-origin school composition patterns, once other markers of integration are considered. In sum, Mexican-origin students whose families exhibit socioeconomic integration, parental racial/ethnic mixing, engagement in school choice, and geographic dispersion attend less minority-concentrated and higher-SES schools.
融合还是排斥?墨西哥裔青年在美国学校就读的种族/民族和社会经济构成
本研究考察了美国墨西哥裔青年就读学校的种族/民族和社会经济构成。平均而言,墨西哥裔学生在高少数族裔、高贫困学校中被双重隔离,但先前的文献没有考虑移民和居住融合的标志如何影响墨西哥裔学生和非拉丁裔/白人学生之间学校构成特征的差异,也没有考虑这些因素如何与墨西哥裔学校背景下的群体内异质性相关。利用2009年限制使用高中纵向研究(HSLS:09),我们分析了墨西哥裔九年级学生的两个学校构成特征:白人学校百分比和学校平均同伴社会经济地位(SES)。我们调查了与移民融合相关的可观察因素在多大程度上解释了墨西哥裔和非拉丁裔/白人学生之间的学校组成差异,并通过这些融合标记显示了墨西哥裔学生群体中学校组成特征的差异。我们发现几个可观察的因素,包括家庭经济地位、父母种族/民族、学校类型和地点,解释了墨西哥裔和白人学生在白人和学校经济地位水平上大约四分之三的差异。在家庭表现出融合指标的墨西哥裔学生中,白人学生的入学率和社会经济地位水平都有所提高。这些模式的一个例外是父母的出生地,这在解释墨西哥裔和白人青年之间的学校组成差异方面没有发挥重要作用,或者在考虑其他融合标志时,也不会导致墨西哥裔学校组成模式的群体内部异质性。总而言之,那些家庭表现出社会经济一体化、父母种族/民族混合、参与学校选择和地理分散的墨西哥裔学生,较少进入少数民族集中和高ses学校。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
7.00
自引率
7.90%
发文量
69
期刊介绍: International Migration Review is an interdisciplinary peer-reviewed journal created to encourage and facilitate the study of all aspects of sociodemographic, historical, economic, political, legislative and international migration. It is internationally regarded as the principal journal in the field facilitating study of international migration, ethnic group relations, and refugee movements. Through an interdisciplinary approach and from an international perspective, IMR provides the single most comprehensive forum devoted exclusively to the analysis and review of international population movements.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信