TY - JOUR
T1 - Diversity and change in the institutional context of immigrant adaptation
T2 - California schools 1985-2000.
AU - Van Hook, Jennifer
AU - Balistreri, Kelly Stamper
N1 - Copyright:
This record is sourced from MEDLINE/PubMed, a database of the U.S. National Library of Medicine
PY - 2002/11
Y1 - 2002/11
N2 - This article brings attention to a structural dimensions of the schooling context that may affect the incorporation of immigrant youths. Using administrative data about students in California public schools, we found that Spanish-speaking, limited English-proficient (LEP) children have become increasingly more likely to attend schools with low-income, minority, and LEP students than other non-LEP and LEP groups. Nearly all the change in school composition can be attributed to statewide shifts in the composition of the school-aged population. But compositional changes have disproportionately occurred in schools attended by Spanish-speaking LEP students as a result of district-level patterns of segregation by income, race/ethnicity, and language.
AB - This article brings attention to a structural dimensions of the schooling context that may affect the incorporation of immigrant youths. Using administrative data about students in California public schools, we found that Spanish-speaking, limited English-proficient (LEP) children have become increasingly more likely to attend schools with low-income, minority, and LEP students than other non-LEP and LEP groups. Nearly all the change in school composition can be attributed to statewide shifts in the composition of the school-aged population. But compositional changes have disproportionately occurred in schools attended by Spanish-speaking LEP students as a result of district-level patterns of segregation by income, race/ethnicity, and language.
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U2 - 10.2307/3180824
DO - 10.2307/3180824
M3 - Article
C2 - 12471847
AN - SCOPUS:0036834269
VL - 39
SP - 639
EP - 654
JO - Demography
JF - Demography
SN - 0070-3370
IS - 4
ER -