Suchergebnisse

As one of the fastest-growing segments of the American population, the children of immigrants are poised to reshape the country's political future. The massive rallies for immigration rights in 2006 and the push for the DREAM Act, both heavily supported by immigrant youth, signal the growing political potential of this crucial group. While many studies have explored the political participation of immigrant adults, we know comparatively little about what influences civic participation among the children of immigrants. This book persuasively argues that schools play a central role in integrating immigrant youth into the political system. The volume shows that the choices we make now in our educational system will have major consequences for the country's civic health as the children of immigrants grow and mature as citizens. The authors draw from an impressive range of data, including two large surveys of adolescents in high schools and interviews with teachers and students, to provide an insightful analysis of trends in youth participation in politics. Although the children of both immigrant and native-born parents register and vote at similar rates, the factors associated with this likelihood are very different. While parental educational levels largely explain voting behavior among children of native-born parents, this volume demonstrates that immigrant children's own education, in particular their exposure to social studies, strongly predicts their future political participation. Learning more about civic society and putting effort into these classes may encourage an interest in politics, suggesting that the high school civics curriculum remains highly relevant in an increasingly disconnected society. Interestingly, although their schooling predicts whether children of immigrants will vote, how they identify politically depends more on family and community influences. As budget cuts force school administrators to realign academic priorities, this volume argues that any cutback to social science programs may effectively curtail the political and civic engagement of the next generation of voters. While much of the literature on immigrant assimilation focuses on family and community, this book argues that school - and social science courses in particular - may be central to preparing the leaders of tomorrow. The insights and conclusions presented in this volume are useful in understanding how we can encourage more participation in civic action and improve the functioning of our political system. -- Publisher's website.

Collecting contraceptive‐use data by means of calendar methods has become standard practice in large‐scale population surveys, yet the reliability of these methods for capturing accurate contraceptive histories over time remains largely unknown. Using data from overlapping contraceptive calendars included in a longitudinal study of 3,080 rural Bangladeshi women, we assessed the consistency of reports from the baseline interview month in 2006 with reports from the same month in a follow‐up survey three years later, and examined predictors of reliable reporting. More than one‐third of women were discordant in their reports for the reference month in the two surveys. Among women reporting use of any contraceptive method for the reference month in both surveys, 25 percent reported different methods at the two time points. Women using condoms or traditional methods and those with more complex reproductive histories, including more births and more episodes of contraceptive use, were least likely to report reliably.

Socialization into the dominant civic and political discourse lies at the heart of social studies. As they become proficient in the discourse of home and school, Latino immigrant youth demonstrate the potential to uniquely benefit from this socialization. This qualitative study explores ten Latino immigrant young adults' perceptions of how their social studies experiences shaped their young adult civic selves. Participants internalized not only their parents' high expectations for them, but also those of their teachers, highlighting the potentially instrumental role of schools in the civic fabric of the nation. In addition, the Latino young adults felt empowered by their social studies teachers via civic expectations and academic encouragement and perceived this empowerment to have facilitated the skill development necessary for later civic leadership. In closing, we reflect on immigrant students' incorporation of the discourse of the dominant culture with that of the home to develop their own civic voices.

Objectives. We examine how the racial/ethnic and generational status composition of Latino students' friendship groups is related to their academic achievement and whether there are differential effects by gender.Methods. We use multivariate regression analyses to examine the effects of friends' characteristics on Latino students' end of high school grades, utilizing data from the Adolescent Health and Academic Achievement Study (AHAA), and its parent survey, the National Longitudinal Study of Adolescent Health (Add Health).Results. For Latina girls, there are positive effects of having more friendship ties to third‐plus‐generation Latino peers in contrast to dominant culture peers; yet Latino boys benefit academically from ties to all co‐ethnic peers. Having friends with higher parental education promotes achievement of both genders.Conclusion. Our results counter notions of a pervasive negative peer influence of minority youth and suggest that co‐ethnic ties are an important source of social capital for Latino students' achievement.

Objectives. Immigrant adolescents' academic achievement is crucial to our future economic stability, and Mexican‐origin linguistic minority youth in U.S. schools generally demonstrate lower levels of achievement. English as a Second Language (ESL) programs provide an institutional response to these students' needs, the effect of which may vary by the proportion of immigrant students in the school.Measures. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study (AHAA) and the National Longitudinal Study of Adolescent Health (Add Health), we estimate the effect of ESL placement on Mexican‐origin achievement for first‐, second‐, and third‐generation adolescents separately in schools with many and few immigrant students.Results. The estimated effect of ESL placement varies by both immigrant concentration in the school and by students' generational status.Conclusions. We find that ESL enrollment may be protective for second‐generation Mexican‐origin adolescents in high immigrant concentration schools, and may prove detrimental for first‐generation adolescents in contexts with few other immigrant students.

Immigrant adolescents are one of the fastest growing segments of our population, yet we know little about how schools prepare them for citizenship. Although prior research suggests that high school civics education, academic achievement, and a sense of connection increase political participation in early adulthood, we do not know if these processes apply to immigrant youth. Using longitudinal, nationally representative data from the Adolescent Health and Academic Achievement study (AHAA) and the National Longitudinal Study of Adolescent Health (Add Health), we employ multilevel models to investigate the effects of formal and informal school curricula on early adult voting and registration. We find that children of immigrant parents who take more high school social studies coursework have higher levels of reported voter registration and voting. In addition, attending a high school where students have a greater sense of connection or where parents have more education are important predictors of registration and voting, regardless of immigrant status.

AbstractFew longitudinal studies have measured contraceptive continuation past one year in sub‐Saharan Africa. We surveyed 674 women who had been randomized to receive the three‐month intramuscular contraceptive injectable (DMPA‐IM), levonorgestrel (LNG) implant, or copper intrauterine device (IUD) during the Evidence for Contraceptive Options and HIV Outcomes (ECHO) trial in South Africa and Zambia and were subsequently followed for two additional years to explore method continuation, reasons for discontinuation, and access to implant and IUD removal services. We also conducted in‐depth qualitative interviews with 39 participants. We estimated cumulative discontinuation probabilities using Kaplan–Meier estimates and assessed factors associated with discontinuation using Cox‐proportional hazards models. The LNG implant continuation rate over the maximum 44‐month study period was 60 percent, while rates for the copper IUD and DMPA‐IM were 52 percent and 44 percent, respectively. Reasons for method discontinuation included side effects, particularly menstrual changes, and method stock‐outs. Most implant and IUD users who sought removal were able to access services; however, room for improvement exists. In this cohort originally randomized to receive a contraceptive method and attend regular study visits, implants and IUDs continued to be highly acceptable over an additional two years, but facilities should continue to ensure that insertions and removals are available as requested.