{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/78709"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/78709","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Education, occupation and family patterns of second generation immigrant youth in the U.S.: the importance of embeddedness in social relationships in the transition to adulthood","abstract":"Within the United States, nearly all growth in the young adult population over the next forty years will come from immigrants and their U.S.-born children. While many immigrant youth face similar challenges, they also vary substantially in their access to family and institutional resources which may influence their ability to make a successful transition to adulthood. Utilizing national, longitudinal data from the adolescent (2002/2004), young adult follow-up (2006) and later adult follow-up (2012) surveys of the Educational Longitudinal Study (U.S. Department of Education), I examine the degree to which second generation immigrant youth are rooted in significant social relationships with parents, peers, teachers and in their communities and whether the potential and actual resources available from these relationships influence early patterns and later adult status attainment. I find that second generation immigrant youth vary in the intensity and quality of relationships during the adolescent development period and these differences in part reflect differences between racial/ethnic groups, gender and by family and neighborhood characteristics. The results from my hierarchical linear regression analysis also indicate that immigrant adolescence who are socially embedded within their family, peer, school and community have higher educational attainment and are more civically engaged ten years later in adulthood.","abstract_html":"Within the United States, nearly all growth in the young adult population over the next forty years will come from immigrants and their U.S.-born children. While many immigrant youth face similar challenges, they also vary substantially in their access to family and institutional resources which may influence their ability to make a successful transition to adulthood. Utilizing national, longitudinal data from the adolescent (2002/2004), young adult follow-up (2006) and later adult follow-up (2012) surveys of the Educational Longitudinal Study (U.S. Department of Education), I examine the degree to which second generation immigrant youth are rooted in significant social relationships with parents, peers, teachers and in their communities and whether the potential and actual resources available from these relationships influence early patterns and later adult status attainment. I find that second generation immigrant youth vary in the intensity and quality of relationships during the adolescent development period and these differences in part reflect differences between racial/ethnic groups, gender and by family and neighborhood characteristics. The results from my hierarchical linear regression analysis also indicate that immigrant adolescence who are socially embedded within their family, peer, school and community have higher educational attainment and are more civically engaged ten years later in adulthood.","abstract_has_math":false,"creators":["Wu, Joanna"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Human & Community Development","degree_department":null,"school":null,"contributors":["Lleras, Christy","Raffaelli, Marcela","Ferguson, Gail","Mendenhall, Ruby"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-07-22T22:44:58Z","date_published":"2015-07-22T22:44:58Z","updated_at":"2026-07-22T22:26:12Z","subjects":["educational attainment","civic engagement","neighborhood","transition to adulthood","Second generation immigrant"],"languages":[],"rights":["Copyright 2015 Joanna Wu"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/78709","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lleras, Christy","Raffaelli, Marcela","Ferguson, Gail","Mendenhall, Ruby"]},{"key":"dc:creator","label":"Author","values":["Wu, Joanna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-07-22T22:44:58Z","2017-07-23T09:15:35Z","2015-05","2015-01-27","2015-5"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human & Community Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["educational attainment","civic engagement","neighborhood","transition to adulthood","Second generation immigrant"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Joanna Wu"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/78709"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Within the United States, nearly all growth in the young adult population over the next forty years will come from immigrants and their U.S.-born children. While many immigrant youth face similar challenges, they also vary substantially in their access to family and institutional resources which may influence their ability to make a successful transition to adulthood. Utilizing national, longitudinal data from the adolescent (2002/2004), young adult follow-up (2006) and later adult follow-up (2012) surveys of the Educational Longitudinal Study (U.S. Department of Education), I examine the degree to which second generation immigrant youth are rooted in significant social relationships with parents, peers, teachers and in their communities and whether the potential and actual resources available from these relationships influence early patterns and later adult status attainment. I find that second generation immigrant youth vary in the intensity and quality of relationships during the adolescent development period and these differences in part reflect differences between racial/ethnic groups, gender and by family and neighborhood characteristics. The results from my hierarchical linear regression analysis also indicate that immigrant adolescence who are socially embedded within their family, peer, school and community have higher educational attainment and are more civically engaged ten years later in adulthood.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2017-05-01","The student, Joanna Wu, accepted the attached license on 2015-01-26 at 15:04.","The student, Joanna Wu, submitted this Dissertation for approval on 2015-01-26 at 15:09.","This Dissertation was approved for publication on 2015-01-27 at 11:18.","DSpace SAF Submission Ingestion Package generated from Vireo submission #7698 on 2015-07-22 at 14:23:55","Made available in DSpace on 2015-07-22T22:44:58Z (GMT). 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While many immigrant youth face similar challenges, they also vary substantially in their access to family and institutional resources which may influence their ability to make a successful transition to adulthood. Utilizing national, longitudinal data from the adolescent (2002/2004), young adult follow-up (2006) and later adult follow-up (2012) surveys of the Educational Longitudinal Study (U.S. Department of Education), I examine the degree to which second generation immigrant youth are rooted in significant social relationships with parents, peers, teachers and in their communities and whether the potential and actual resources available from these relationships influence early patterns and later adult status attainment. I find that second generation immigrant youth vary in the intensity and quality of relationships during the adolescent development period and these differences in part reflect differences between racial/ethnic groups, gender and by family and neighborhood characteristics. The results from my hierarchical linear regression analysis also indicate that immigrant adolescence who are socially embedded within their family, peer, school and community have higher educational attainment and are more civically engaged ten years later in adulthood.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2017-05-01","The student, Joanna Wu, accepted the attached license on 2015-01-26 at 15:04.","The student, Joanna Wu, submitted this Dissertation for approval on 2015-01-26 at 15:09.","This Dissertation was approved for publication on 2015-01-27 at 11:18.","DSpace SAF Submission Ingestion Package generated from Vireo submission #7698 on 2015-07-22 at 14:23:55","Made available in DSpace on 2015-07-22T22:44:58Z (GMT). No. of bitstreams: 3 Wu_Joanna1.pdf: 1562315 bytes, checksum: a7a0eb06d2cc694f2ec3029b89f4dcd4 (MD5) Hughes_approved_JWU_Dissertation_LS.docx: 375821 bytes, checksum: 4abf31f1cd079d506ef051571576a601 (MD5) license.txt: 4055 bytes, checksum: 03bd12dc46c3148545cb90e004adabf1 (MD5) Previous issue date: 2015-01-27","Embargo set by: Seth Robbins for item 79950 Lift date: 2017-07-22T22:46:21Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited Restriction Lifted for Item 79950 on 2017-07-23T09:15:35Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/78709"],"dc:rights":["Copyright 2015 Joanna Wu"],"dc:subject":["educational attainment","civic engagement","neighborhood","transition to adulthood","Second generation immigrant"],"dc:title":["Education, occupation and family patterns of second generation immigrant youth in the U.S.: the importance of embeddedness in social relationships in the transition to adulthood"],"dc:type":["text"],"thesis:degree_discipline":["Human & Community Development"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:12Z"}