TY - JOUR
T1 - Spanish maintenance among English-speaking Latino youth
T2 - The role of individual and social characteristics
AU - Lutz, Amy
N1 - Funding Information:
This research was supported by the American Educational Research Association grants program which receives funds for its "AERA Grants Program" from the U.S. Department of Education's National Center for Education Statistics and the Office of Educational Research and Improvement, and the National Science Foundation under NSF Grant #RED-9980573. It was also supported by the Spencer Foundation grant, Advanced Research Studies #200100304. The author thanks Richard Alba, Scott South, Nancy Denton, Glenn Deane, Steve Plank, James Ainsworth, Doug Downey, Cynthia Feliciano, Andrew London, Janet Wilmoth, Stephanie Crist, Kristiina Montero, Carsten Osterland and the anonymous reviewers for their helpful comments on previous versions of this paper. Amy Lutz' areas of research include immigrant incorporation, bilingualism and education. Her current work focuses on the impact of biliteracy on the educational achievement and attainment of Latino children in the United States. Direct correspondence to Amy Lutz, Sociology Department, 319 Maxwell Hall, Syracuse, NY 13244-1090 E-mail: [email protected].
PY - 2006/3
Y1 - 2006/3
N2 - This paper investigates the effects of individual, family, social and demographic characteristics on the maintenance of Spanish among English-speaking Latino youth. This research finds effects of generation, gender, race, parent's English proficiency, single-parent status, parental income, and neighborhood concentration of co-ethnics as well as combined effects of race and gender on Spanish oral proficiency. The findings presented here suggest support for elements of the assimilation and the segmented assimilation theoretical perspectives as well as the race-gender experience theory. The author suggests that Spanish-speaking proficiency may be associated with opportunities to speak Spanish that are structured differently, not only by family and neighborhood contexts that allow for greater or lesser contact with Spanish, but also by gender and race.
AB - This paper investigates the effects of individual, family, social and demographic characteristics on the maintenance of Spanish among English-speaking Latino youth. This research finds effects of generation, gender, race, parent's English proficiency, single-parent status, parental income, and neighborhood concentration of co-ethnics as well as combined effects of race and gender on Spanish oral proficiency. The findings presented here suggest support for elements of the assimilation and the segmented assimilation theoretical perspectives as well as the race-gender experience theory. The author suggests that Spanish-speaking proficiency may be associated with opportunities to speak Spanish that are structured differently, not only by family and neighborhood contexts that allow for greater or lesser contact with Spanish, but also by gender and race.
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U2 - 10.1353/sof.2006.0057
DO - 10.1353/sof.2006.0057
M3 - Article
AN - SCOPUS:33645953335
SN - 0037-7732
VL - 84
SP - 1417
EP - 1433
JO - Social Forces
JF - Social Forces
IS - 3
ER -