Although schools are important socialization venues for all children, they also serve as sites of acculturation for immigrant youth. According to segmented assimilation theory, first- and second-generation students experience divergent trajectories of incorporation, in part, because they are exposed to school contexts that support or stifle their attainment. I argue that such a process must have social-psychological underpinnings, which I examine by relating children’s educational expectations to their school environment during adolescence. Specifically, I use the National Education Longitudinal Study to assess differences in expectations by school context among immigrant and U.S.-origin youth between eighth and 12th grades. Results indicate that students in comparably disadvantaged school environments report lower expectations, though this relationship is driven by household resources and student characteristics. I also find that most students exhibit increases in their educational expectations, and that such changes are not systemically patterned by school context. This article sheds light on the goals of immigrant youth and the extent to which these plans transform from childhood to adolescence.

中文翻译：

---

移民青年的教育期望：与分段同化和学校环境的联系

尽管学校是所有儿童的重要社交场所，但它们还是移民青年的适应场所。根据分段同化理论，第一代和第二代学生会经历不同的合并轨迹，部分原因是因为他们接触支持或扼杀其学业的学校环境。我认为，这种过程必须具有社会心理基础，我通过将儿童的教育期望与青春期的学校环境联系起来来进行研究。具体来说，我使用《国家教育纵向研究》评估了八年级和十二年级的移民和美国籍青年对学校期望的差异。结果表明，处于相对劣势的学校环境中的学生的期望值较低，尽管这种关系是由家庭资源和学生特征决定的。我还发现，大多数学生的学业期望有所提高，而这种变化并不是系统地根据学校情况而定的。本文阐明了移民青年的目标以及这些计划从童年到青春期的转变程度。