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Immigration Enforcement and Apprehension: The Impact of Secure Communities on Hispanic Students’ Educational Achievement in the United States
Stockholm University, Faculty of Social Sciences, Department of Sociology.ORCID iD: 0000-0001-8422-7023
(English)Manuscript (preprint) (Other academic)
Abstract [en]

High educational achievement gaps by ethnicity are documented in many countries. However, little is known about how immigration enforcement impacts educational achievement among targeted minority groups. This paper analyses the effect of a specific policy implementation in the U.S. – Secure Communities – on district level achievement of Hispanic students and their white and black peers. The Secure Communities program is a national level immigration enforcement policy that was rolled out on a county-by-county basis. The program has been instrumental in increasing the risk of deportation and has led to rising apprehension and insecurity among undocumented migrants and their family members. Results from difference in differences estimations show that Secure Communities is related to a significant decrease in English language arts achievement among Hispanic students. Triple difference in differences models, moreover, reveal a negative differential impact of Secure Communities on Hispanic students’ district level achievement when compared to white students. Estimates are substantial in relation to time trends, but modest when compared to the total ethnic achievement gap. These findings indicate that immigration enforcement can have negative impacts on educational and social inequalities in the United States.

Keywords [en]
immigration enforcement, achievement scores, educational inequalities
National Category
Sociology
Research subject
Sociology
Identifiers
URN: urn:nbn:se:su:diva-176112OAI: oai:DiVA.org:su-176112DiVA, id: diva2:1372182
Available from: 2019-11-22 Created: 2019-11-22 Last updated: 2019-12-06Bibliographically approved
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