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Victimization of immigrant children within the high school context
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Barnaby, Carlene. Victimization of immigrant children within the high school context. Retrieved from https://doi.org/doi:10.7282/T3V12719

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TitleVictimization of immigrant children within the high school context
NameBarnaby, Carlene (author); Apel, Bob (chair); Rutgers University; Graduate School - Newark
Date Created2016
Other Date2016-05 (degree)
SubjectCriminal Justice, Immigrants--Cultural assimilation, Immigrant children
Extent1 online resource (vii, 123 p. : ill.)
DescriptionThis study is particularly interested in the micro-level analysis of the relationship between the immigrant assimilation experiences and the likelihood of victimization within the school context. It provides a fuller characterization of the immigrant lived experiences in the United States and how they independently shape the experiences of victimization. The study will contribute to the literature on immigrant children victimization by introducing additional risk factors for examination. The study utilizes the individual-level data from the Children of Immigrants Longitudinal Study (CILS) from the archive of the Inter-University Consortium for Political and Social Research (ICPSR) at the University of Michigan. The CILS dataset captures the adaptation process of the second immigrant generation living in the United States and includes three waves of survey data from 1991 to 2006. Despite the limitations of the study with issues such as sample attrition and demographic restrictions, the findings are still important. The findings conclude that high socio-economic status (SES) people have a much lower victimization risk than low socio-economic status (SES) people and that English proficiency is vital in examining victimization among immigrant youth. Policy implementation should include and not be limited robust diversity training for teachers and administrators alike with an emphasis on inclusion.
NotePh.D.
NoteIncludes bibliographical references
Noteby Carlene Barnaby
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3V12719
Languageeng
CollectionGraduate School - Newark Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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