The focus of this study is to investigate school bonding among adolescents in immigrant families using a segmented assimilation theoretical framework. Data are drawn from the Educational Longitudinal Study of 2002, a nationally representative sample of 10th graders. We focus on a subsample consisting of 9,870 first- (N = 1,170, 12 %), second- (N =…

Academic self-efficacy reflects an adolescent's level of confidence or belief that she or he can successfully accomplish educational assignments and tasks, which are also argued to be a fundamental factor in educational progress and success. Little is known, however, about the academic self-efficacy that the children of immigrants have, which is…

As the United States becomes increasingly more diverse, there will be more demand for a workforce that can navigate languages and cultures. English Language Learners (ELLs) are uniquely positioned to meet this demand and are eager to do so, but colleges and universities will need to prepare them adequately for the tasks ahead and find innovative…

Using data from the Education Longitudinal Study of 2002, a nationally representative sample of US high school students, I investigate how features of secondary schools influence the likelihood of Latino students completing high school. To do so, I introduce the concept of school incorporation, which includes school policies, school receptivity…

This study explores the postsecondary pathways of Latino language-minority young adults in the United States. Using data from the Texas Higher Education Opportunity Project (THEOP) and controlling on background characteristics as well as high-school academic achievement, this study explores the social and linguistic integration of immigrant and…