The Role of School in the Upward Mobility of Disadvantaged Immigrants' Children

摘要: How 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 young adults who reached their late twenties in 2000. Hypotheses are derived from theories sociology education tested with four waves data National Educational Longitudinal Study (NELS). The authors offer three major findings. First, an overwhelming majority students attend public schools; some typical students. Second, children's upward mobility is shaped schools. Most school effects same for advantaged youngsters, student-educator bonds curriculum structure have even stronger positive disadvantaged. Finally, patterns differ widely among Chinese, Mexicans, whites. Mexicans less likely to be exposed favorable attributes.