nach oben

Journal of Immigrant and Minority Health

Erschienen in:

03.07.2015 | Original Paper

Individual and Contextual Factors Associated with Immigrant Youth Feeling Unsafe in School: A Social-Ecological Analysis

verfasst von: Jun Sung Hong, Gabriel J. Merrin, Shantel Crosby, Debra M. Hernandez Jozefowicz, Jeoung Min Lee, Paula Allen-Meares

Erschienen in: Journal of Immigrant and Minority Health | Ausgabe 5/2016

Einloggen, um Zugang zu erhalten

Abstract

Despite the increasing proportion of immigrant youth in U.S. school districts, no studies have investigated their perceptions of their school. This study examines factors associated with perceptions of school safety among immigrant youth within individual, family, peer, and school contexts. Data were drawn from Wave II of the Children of Immigrants Longitudinal Study (n = 4288) and hierarchical logistic regression analyses were conducted. African–Americans, females, and youth with limited English proficiency were more likely to perceive their school as unsafe. Youth who reported that family cohesion was important and those who had close friends perceived their school as safe. Also, those who experienced illegal activities in school reported feeling unsafe. Assessment and intervention in schools needs to consider individual and contextual factors associated with perceptions of school safety. Additional research is needed to examine individual and contextual factors related to immigrant youths’ perceptions of school.

Anderson DC. Curriculum, culture and community: the challenge of school violence. In: Tonry M, Moore M, editors. Youth violence. Chicago: University of Chicago Press; 1998. p. 317–63.

Lockwood D. Violence among middle school and high school students: analysis and implications for prevention. Washington, D.C.: National Institute of Justice; 1997.

Robers S, Kemp J, Rathbun A, Morgan RE: Indicators of school crime and safety (NCES 2014-042/NCJ 243299). Washington DC: National Center for Educational Statistics. US Department of Education and Bureau of Justice Statistics, Office of Justice Programs, US Department of Justice; 2014.

Hong JS, Eamon MK. Students’ perceptions of unsafe schools: an ecological systems analysis. J Child Fam Stud. 2012;21:428–38. doi:https://doi.org/10.1007/s10826-011-9494-8.

United States Census Bureau. Current population survey. Washington, DC: US Census Bureau, Population Division; 2012.

Crosnoe R, Turley RNL. K-12 educational outcomes of immigrant youth. Fut Child. 2011;21:129–52. doi:https://doi.org/10.1353/foc.2011.0008.

Bogard M. Strengthening domestic violence theories: intersections of race, class, sexual orientation, and gender J Marriage. Fam Ther. 1999;25:275–89.

Milam AJ, Furr-Holden CDM, Leaf PJ. Perceived school and neighborhood safety, neighborhood violence and academic achievement in urban school children. Urban Rev. 2010;42:458–67. doi:https://doi.org/10.1007/s11256-010-0165-7.

Astor RA, Meyer HA. Where girls and women won’t go: female students‘, teachers‘, and social workers’ views of school safety. Soc Work Educ. 1999;21:201–19. doi:https://doi.org/10.1093/cs/21.4.201.

10.

May DC, Dunaway RG. Covariates of fear of criminal victimization at school among adolescents. Sociol Spectr. 2000;20:149–68. doi:https://doi.org/10.1080/027321700279938.

11.

Anderman EM, Kimweli DMS. Victimization and safety in schools serving early adolescents. J Early Adolesc. 1997;17:408–38. doi:https://doi.org/10.1177/0272431697017004004.

12.

Mooij T, Fettelaar D. School and pupil effects on secondary pupils’ feelings of safety in school, around school, and at home. J Interp Viol. 2013;28:1240–66. doi:https://doi.org/10.1177/0886260512468242.

13.

Bachman R, Randolph A, Brown BI. Predicting perceptions of fear at school and going to and from school for African American and White students: the effects of school security measures. Youth Soc. 2010;43:705–26. doi:https://doi.org/10.1177/0044118X10366674.

14.

Graham S, Munniksma A, Juvonen J. Psychosocial benefits of cross-ethnic friendships in urban middle schools. Child Dev. 2014;85:469–83. doi:https://doi.org/10.1111/cdev.12159.PubMed

15.

Peguero AA. Is immigration status relevant in school violence research? An analysis with Latino students. J School Hlth. 2008;78:397–404. doi:https://doi.org/10.1111/j.1746-1561.2008.00320.x.

16.

Eamon MK, Altshuler SJ. Can we predict disruptive school behavior? Child Sch. 2004;26:23–37. doi:https://doi.org/10.1093/cs/26.1.23.

17.

Woolley ME, Kol K, Bowen GL. The social context of school success for Latino middle school students: direct and indirect influences of teachers, family, and friends. J Early Adolesc. 2009;29:43–70. doi:https://doi.org/10.1177/0272431608324478.

18.

Kazak AE. Fathers’ and mothers’ parenting behavior and beliefs as covariates of children’s social adjustment in the transition to school. J Fam Psychol. 2004;18:628–38. doi:https://doi.org/10.1037/0893-3200.18.4.628.

19.

Park N. The role of subjective well-being in positive youth development. Ann Am Acad Pol Soc Sci. 2004;591:25–39. doi:https://doi.org/10.1177/0002716203260078.

20.

Allen JP, Land D. Attachment in adolescence. In: Cassidy J, Shaver PR, editors. Handbook of attachment: Theory, research, and clinical applications. New York: Guilford Press; 1999. p. 319–35.

21.

Garcia-Reid P, Reid RJ, Peterson NA. School engagement among Latino youth in an urban middle school context. Educ Urb Soc. 2005;37:257–75. doi:https://doi.org/10.1177/0013124505275534.

22.

Brown BB. Peer groups and peer cultures. In: Feldman SS, Elliot GR, editors. At the threshold: the developing adolescent. Cambridge, MA: Harvard University Press; 1990. p. 171–96.

23.

Cowie H, Hutson N, Oztug O, Myers C. The impact of peer support schemes on pupils’ perceptions of bullying, aggression and safety at school. Emot Beh Diff. 2008;13:63–71. doi:https://doi.org/10.1080/13632750701814708.

24.

Astor RA, Benbenishty R, Vinokur AD, Zeira A. Arab and Jewish elementary school students’ perceptions of fear and school violence: understanding the influence of school context. Brit J Educ Psychol. 2006;76:91–118. doi:https://doi.org/10.1348/000709905X37307.PubMed

25.

Glew GM, Fan MY, Katon W, Rivara FP. Bullying and school safety. J Pediatr. 2008;152:123–8. doi:https://doi.org/10.1016/j.jpeds.2007.05.045.PubMed

26.

Jacobson G, Riesch SK, Temkin BM, Kedrowski KM, Kluba N. Students feeling unsafe in school: fifth graders’ experiences. J Sch Nurs. 2011;27:149–59. doi:https://doi.org/10.1177/1059840510386612.PubMed

27.

Juvonen J, Le VN, Kaganoff T, Augustine C, Constant L. Focus on the wonder years: challenges facing the American Middle School. Santa Monica, CA: RAND; 2004.

28.

Nansel TR, Overpeck M, Pilla RS, Ruan W, Simons-Morton B, Scheidt P. Bullying behaviors among U.S. youth: prevalence and association with psychosocial adjustment. JAMA. 2001;285:2094–100. doi:https://doi.org/10.1001/jama.285.16.2094.PubMedPubMedCentral

29.

Waasdorp TE, Pas ET, O’Brennan LM, Bradshaw CP. A multilevel perspective on the climate of bullying: discrepancies among students, school staff, and parents. J Sch Viol. 2011;10:115–32. doi:https://doi.org/10.1080/15388220.2010.539164.

30.

Biag M. Perceived school safety: visual narratives from the middle grades. J Sch Viol. 2014;13:165–87. doi:https://doi.org/10.1080/15388220.2013.831769.

31.

Bachman R, Gunter WD, Bakken NW. Predicting feelings of school safety for lower, middle, and upper school students: a gender specific analysis. Appl Psych Crim Jus. 2011;7:59–76.

32.

Kingery PM, Coggeshall MB, Alford AA. Violence at school: recent evidence from four national surveys. Psychol Sch. 1998;35:247–58. doi:https://doi.org/10.1002/(SICI)1520-6807(199807)35:3<247:AID-PITS5>3.0.CO;2-K.

33.

Jaycox LH, Stein BD, Kataoka SH, Wong M, Fink A, Escudero P, Zaragoza C. Violence exposure, posttraumatic stress disorder, and depressive symptoms among recent immigrant schoolchildren. J Am Acad Child Adolesc Psychiatry. 2002;41:1104–10. doi:https://doi.org/10.1097/00004583-200209000-00011.PubMed

34.

Juvonen J, Nishina A, Graham S. Ethnic diversity and perceptions of safety in urban middle school students. Psychol Sci. 2006;17:393–400. doi:https://doi.org/10.1111/j.1467-9280.2006.01718.x.PubMed

35.

Portes A, Rumbaut RG: Children of Immigrants Longitudinal Study (CILS), 1991–2006 (ICPSR20520.v2 ed.). Ann Arbor, MI: Inter-University Consortium for Political and Social Research; 1991. doi: https://doi.org/10.3886/ICPSR20520.v2.

36.

Allison PD. Missing data: quantitative applications in the social science. Brit J Math Stat Psych. 2002;55:193–6. doi:https://doi.org/10.1348/000711002159653.

37.

McLachlan GJ, Krishnan T, Ng SK. The EM algorithm (No. 2004, 24). Center for Applied Statistics and Economics: Papers/Humboldt-Universtat. Berlin; 2004.

38.

Schafer JL, Graham JW. Missing data: our view of the state of the art. Psychol Meth. 2002;7:147–77. doi:https://doi.org/10.1037/1082-989X.7.2.147.

39.

Peguero A. Schools, bullying, and inequality: intersecting factors and complexities with the stratification of youth victimization at school. Sociol Compass. 2012;6(5):402–12. doi:https://doi.org/10.1111/j.1751-9020.2012.00459.x.

40.

Fenning P, Rose J. Overrepresentation of African American students in exclusionary discipline: the role of school policy. Urban Educ. 2007;42:536–59. doi:https://doi.org/10.1177/0042085907305039.

41.

Seaton EK, Caldwell CH, Sellers RM, Jackson JS. The prevalence of perceived discrimination among African American and Caribbean Black youth. Dev Psych. 2008;44:1288–97. doi:https://doi.org/10.1037/a0012747.

42.

Clark KE, Ladd GW. Connectedness and autonomy support in parent-child relationships: links to children’s socioemotional orientation and peer relationships. Dev Psych. 2000;36:485–98. doi:https://doi.org/10.1037/0012-1649.36.4.485.

43.

Boulton MJ, Trueman M, Chau C, Whitehand C, Amatya K. Concurrent and longitudinal links between friendship and peer victimization: implications for befriending interventions. J Adolesc. 1999;22:461–6. doi:https://doi.org/10.1006/jado.1999.0240.PubMed

44.

Bowen NK, Bowen GL. Effects of crime and violence in neighborhoods and schools on the school behavior and performance of adolescents. J Adolesc Res. 1999;14:319–42. doi:https://doi.org/10.1177/0743558499143003.

45.

Craig S, Hull K, Haggart AG, Perez-Selles M. Promoting cultural competence through teacher assistance teams. Teach Exc Child. 2000;32:6–12.

46.

Ming K, Dukes C. Fostering cultural competence through school-based routines. Multicult Ed. 2006;14:42–8.

47.

Ronneau JP. Teaching cultural competence: practical ideas for social work educators. J Multicult Soc Work. 1994;3:29–42. doi:https://doi.org/10.1300/J285v03n01_04.

48.

Kernsmith PD, Hernandez-Jozefowicz DM. A gender-sensitive peer education program for sexual assault prevention in the schools. Child Sch. 2011;33:146–57. doi:https://doi.org/10.1093/cs/33.3.146.

49.

Li G. What do parents think? Middle-class Chinese immigrant parents’ perspectives on literacy, learning, homework, and school-home communication. Sch Comm J. 2006;16:27–46.

50.

Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD, Schellinger KB. The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Dev. 2011;82:405–32. doi:https://doi.org/10.1111/j.1467-8624.2010.01564.x.PubMed

51.

Martinez S. A system gone berserk: how are zero-tolerance policies really affecting schools? Prev Sch Failure. 2009;53:153–8. doi:https://doi.org/10.3200/PSFL.53.3.153-158.

52.

Trauma and Learning Policy Initiative: Safe and supportive schools. 2014. Available at: https://doi.org/traumasensitiveschools.org/get-involved/safe-and-supportive-schools/.

53.

Hong JS, Peguero AA, Choi S, Lanesskog D, Espelage DL, Lee NY. Social ecology of bullying and peer victimization of Latino and Asian youth in the United States: a review of the literature. J Sch Viol. 2014;13:315–38. doi:https://doi.org/10.1080/15388220.2013.856013.

54.

Peguero AA. Victimizing the children of immigrants: latino and Asian American student victimization. Youth Soc. 2009;41:186–208. doi:https://doi.org/10.1177/0044118X09333646.

Titel: Individual and Contextual Factors Associated with Immigrant Youth Feeling Unsafe in School: A Social-Ecological Analysis
verfasst von: Jun Sung Hong
Gabriel J. Merrin
Shantel Crosby
Debra M. Hernandez Jozefowicz
Jeoung Min Lee
Paula Allen-Meares
Publikationsdatum: 03.07.2015
Verlag: Springer US
Erschienen in: Journal of Immigrant and Minority Health / Ausgabe 5/2016
Print ISSN: 1557-1912
Elektronische ISSN: 1557-1920
DOI: https://doi.org/10.1007/s10903-015-0242-9

Springer Medizin

Abstract

Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten

Weitere Artikel der Ausgabe 5/2016

Correlates of Condom Use Among Somali and Ethiopian Immigrants in the U.S.

Legal Problems Surrounding Medical Care for Neonates Born to International Students: Report of Two Families in Japan

Exploring Social Service Providers’ Perspectives on Barriers to Social Services for Early Adjustment of Immigrant Adolescents in South Korea

Importance of Interprofessional Healthcare for Vulnerable Refugee Populations

Erratum to: Duration of US Residence and Obesity Risk in NYC Chinese Immigrants

Household Food Insecurity and Sleep Patterns Among Mexican Adults: Results from ENSANUT-2012