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Victimization of immigrant children within the high school context

Descriptive

TitleInfo
Title
Victimization of immigrant children within the high school context
Name (type = personal)
NamePart (type = family)
Barnaby
NamePart (type = given)
Carlene
NamePart (type = date)
1975-
DisplayForm
Carlene Barnaby
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Apel
NamePart (type = given)
Bob
DisplayForm
Bob Apel
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - Newark
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2016
DateOther (qualifier = exact); (type = degree)
2016-05
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2016
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
This 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.
Subject (authority = RUETD)
Topic
Criminal Justice
Subject (authority = ETD-LCSH)
Topic
Immigrants--Cultural assimilation
Subject (authority = ETD-LCSH)
Topic
Immigrant children
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_7320
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (vii, 123 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Carlene Barnaby
RelatedItem (type = host)
TitleInfo
Title
Graduate School - Newark Electronic Theses and Dissertations
Identifier (type = local)
rucore10002600001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3V12719
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Barnaby
GivenName
Carlene
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (point = start); (qualifier = exact)
2016-04-25 18:30:20
AssociatedEntity
Name
Carlene Barnaby
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - Newark
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
Type
Embargo
DateTime (encoding = w3cdtf); (point = start)
2021-08-30
DateTime (encoding = w3cdtf); (point = end)
2025-08-31
Detail
Access to this PDF has been restricted at the author’s request. It will be publicly available after August 31, 2025.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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2016-05-06T15:53:09
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2016-05-06T15:53:09
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