Full Citation
Title: School Composition, Social Origins, and the Educational Outcomes of Mexican Origin Youth
Citation Type: Dissertation/Thesis
Publication Year: 2015
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Abstract: The Mexican origin population is one of the largest and fastest-growing racial/ethnic minority groups in U.S. schools. Mexican origin students are also one of the most educationally disadvantaged subgroups, exhibiting gaps with peers in educational outcomes throughout the schooling pipeline. This dissertation examines the extent to which the racial/ethnic and socioeconomic composition of high schools attended by Mexican origin youth contribute to their disadvantaged educational outcomes. Using data from the Educational Longitudinal Study of 2002, this research evaluates how Mexican origin high school students are distributed across schools by the racial/ethnic and socioeconomic composition of their peers, and assesses how racially/ethnically and socioeconomically isolated school environments impact levels of dropout and school engagement among Mexican origin adolescents. The results show that Mexican origin youth are more racially/ethnically and socioeconomically isolated in schools than both non-Latino white and black students. Mexican origin youth show limited evidence of spatial assimilation across schools by immigrant generational status. However, Mexican origin youth in households with greater socioeconomic resources are enrolled in more racially/ethnically and socioeconomically integrated schools than those in the most impoverished households. Mexican origin high school students that attend racially/ethnically and socioeconomically isolated schools in 10th grade have a greater . . . .
Url: https://digital.lib.washington.edu/researchworks/handle/1773/34179
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Authors: Ackert, Elizabeth
Institution: University of Washington
Department: Sociology
Advisor: Charles Hirschman
Degree: PhD
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Pages: 219
Data Collections: IPUMS USA
Topics: Education, Other
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