000			01764naa a2200193uu 4500
001			0061616481237
003			OSt
005			20190211172811.0
008			100616s2008 xx ||||gr |0|| 0 eng d
100	1		_aHOA, Lingxin _941151
245	1	0	_aThe role of school in the upward mobility of disadvantage immigrants' children
260			_aNew York : _bSage, _cNovember 2008
520	3		_aHow can we explain exceptional advancement by disadvantaged immigrants' children? Extending segmented assimilation theory, this article traces the structural and relational attributes of high schools attended by young adults who reached their late twenties in 2000. Hypotheses are derived from theories in sociology of education and tested with four waves of data from the National Educational Longitudinal Study (NELS). The authors offer three major findings. First, an overwhelming majority of disadvantaged students attend public schools; some relational attributes are typical in public schools attended by disadvantaged students. Second, children's upward mobility is shaped by the structural and relational attributes of their high schools. Most school effects are the same for disadvantaged and advantaged youngsters, and student-educator bonds and curriculum structure have even stronger positive effects for the disadvantaged. Finally, mobility patterns differ widely among Chinese, Mexicans, and whites. Mexicans are less likely to be exposed to favorable school attributes.
700	1		_aPONG, Suet-ling _941152
773	0	8	_tThe Annals of The American Academy of Political and Social Science _g620, p. 62-89 _dNew York : Sage, November 2008 _xISSN 00027162 _w
942			_cS
998			_a20100616 _b1648^b _cDaiane
998			_a20100624 _b1001^b _cCarolina
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c34371 _d34371
041			_aeng