There is much educational concern about the disproportionate punishment of racial/ethnic minority students within U.S. public schools. Research evidence indicates that school punishment exacerbates the already‐known racial/ethnic inequalities within the educational system. What remains uncertain is if and how school punishment, justice, and fairness are moderating educational attainment for the children of immigrants. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel analysis to examine how school punishment, justice, and fairness influence the educational attainment of children of immigrants. The study draws on straight‐line and segmented assimilation frameworks to evaluate variation in these effects by immigrant generation. Findings do suggest that improved school procedural justice and fairness could enhance educational attainment as well as ameliorate the detrimental impact of school punishment; however, these patterns are segmented by immigrant generation and race/ethnicity.

中文翻译：

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移民产生，学校程序公正和教育程度

在美国公立学校中，对种族/族裔少数民族学生的惩罚不成比例，引起了教育界的极大关注。研究证据表明，学校的处罚加剧了教育系统中已知的种族/族裔不平等现象。尚不确定的是，学校的惩罚，公正和公平是否以及如何影响移民子女的教育水平。这项研究利用了2002年教育纵向研究的数据，并结合了多层次分析来检验学校的惩罚，正义和公平如何影响移民子女的教育水平。该研究利用直线和分段同化框架来评估移民产生的这些影响的变化。研究结果确实表明，改善学校程序公正性和公平性可以提高教育水平，并减轻学校惩罚的不利影响；但是，这些模式按移民的产生和种族/民族来划分。