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Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Contributors -- Immigration and Crime: An Introduction to the Handbook -- Part I Historical Perspectives on Immigration and Crime -- 1 On the History of Immigration and Crime -- 2 Aliens Addicting Us: A Historical Perspective of Immigration and Drug Control Policy -- Part II Theoretical Perspectives on Immigration and Crime -- 3 The Classical Assimilation Model: A Controversial Canon -- 4 Segmented Assimilation and Crime: Rethinking the Relationship Between Assimilation and Crime -- 5 Theoretical Perspectives on the Immigration-Crime Relationship -- Part III Empirical Research on Immigration and Crime -- 6 Immigration and Crime Rates: Lasting Trends and New Understandings -- 7 Immigration and Gangs -- 8 Immigrants as Victims -- 9 Immigrant Generation Differences in Crime and Violence: Disentangling Myth and Perception from Empirical Reality -- 10 Latino Immigration and Crime -- 11 Crime and Delinquency Among Asian Immigrants in the United States -- 12 An Assessment of Afro-Caribbean Immigrant Groups and Crime -- 13 Eastern European Immigration and Crime -- Part IV Current Issues in Immigration and Crime -- 14 Two Decades of Constructing Immigrants as Criminals -- 15 Immigration and Terrorism -- 16 Immigration Within the Contemporary Political Discourse -- 17 Policing and Punishing Illegality in the United States -- 18 Immigrants in the Federal Court System -- 19 With Mass Deportation Comes Mass Punishment: Punitive Capacity, Health, and Standards in U.S. Immigrant Detention -- 20 "Sanctuary Cities" and Crime -- Acknowledgments -- Index

"The perception of the immigrant as criminal or deviant has a long history in the United States, with many groups (e.g., Irish, Italians, Latinos) having been associated with perceived increases in crime and other social problems, although data suggest this is not necessarily the case. This Handbook examines the relationship between immigration and crime by presenting chapters reflecting key issues from both historical and current perspectives. The volume includes a range of topics related to immigration and crime, such as the links between immigration rates and crime rates, nativity and crime, and the social construction of the criminal immigrant, as well as historical and current immigration policy vis-áa-vis perceptions of the criminal immigrant. Other topics covered in this volume include theoretical perspectives on immigration and assimilation, sanctuary cities, and immigration in the context of the "war on terror." The Routledge Handbook on Immigration and Crime fills the gap in the literature by offering a volume that includes original empirical work as well as review essays that deliver a complete overview of immigration and crime relying on both historical and contemporary perspectives. It is a key collection for students in immigration courses; scholars and researchers in diverse disciplines including criminal justice, criminology, sociology, demography, law, psychology, and urban studies; and policy makers dealing with immigration and border security concerns."--Provided by publisher.

The U.S. Center for Disease Control and Prevention has stressed that school violence is a top public health concern due to long-lasting detrimental effects on students' physical health and emotional well-being. Thus, funding and the implementation of school safety policies and programs have increased over the years because schools are contexts of socialization that directly influence development, educational progress, and life-course trajectories. It is also evident that vulnerable and marginalized youth, such as the children of immigrants, are more likely to attend disadvantaged, violent, and disorderly schools. There is some question, however, if a "one-size-fits-all" approach toward making schools safe can be realized without considering the distinct vulnerabilities that the children of immigrants face in school. In this article, we present, depict, and discuss how immigration could matter in school safety efforts. We also make an argument for future criminological research to assess if school policy efforts are indeed providing healthy and safe learning environments for all students, including the children of immigrants.

There is a growing body of research that explores how school climate, order, and procedural justice are related to violence within American public schools. What remains in the background, however, is how school climate, order, and justice are related to aspects of education such as dropping out. This study uses multilevel analysis, drawing from the Educational Longitudinal Study of 2002, to examine the effect of school climate, order, and justice on dropping out. Results indicate that, when considering the various dimensions of school climate, order, and justice, a student receiving a formal school sanction remains the strongest factor related to the likelihood of a student dropping out of school. These results underscore the importance of careful design and implementation of school discipline and safety policies.

Students' relationship with teachers is a building block toward student progress and success. Little is known, however, about the relationships the children of immigrants have with their teachers, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S. schools. Analyses, which draw from the public-use Educational Longitudinal Study of 2002 and multiple regression analyses, indeed reveal imperative findings. Most notably, first-generation immigrant students report having strong relationships with teachers, but that relationship steadily deteriorates across immigrant generations. This article also discusses the importance of understanding the schooling of the children of immigrants in this nation's educational system.

AbstractAccording to US Census Bureau projections, there will be an estimated 72 million people over the age of 65 in the USA by the year 2030. Exposure to violence and crime victimization has serious physical, emotional, mental, and economic consequences for the growing older population in the USA. It should thus come as no surprise that much sociological attention has focused more on examining the correlates of violence for the older American population. We intend to provide an overview of the typologies, empirical research, and the pertinent factors associated with older people and their exposure to violence. We then discuss necessity to further research and our understanding of the important social problem of the exposure of violence for older people in the USA. In conclusion, implications of research findings of how to address the vulnerabilities of older people in relationship to their exposure to violence are discussed.

As the population of children of immigrants increases within the United States, the importance of ensuring the safety, while understanding and addressing adverse experiences with victimization and perpetration, of this segment of the youth population has become paramount. Segmented assimilation theory, which postulates that discrimination, prejudice, and adverse life experiences could place the children of immigrants on a path towards detrimental outcomes, guides this study. In this research, data is drawn from the Children of Immigrant Longitudinal Study to explore if prior detrimental experiences of the children of immigrants, such as discrimination and perceptions of racial/ethnic prejudice, are associated with more frequent reports of being victimized and getting into fights at school, as well as feeling unsafe. Findings suggest racial/ethnic distinctions and nuances regarding how discrimination and prejudice contribute to these school outcomes for the children of immigrants. The implications of these findings are discussed.

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.

Academic self-efficacy reflects an adolescent's level of confidence or belief that she or he can successfully accomplish educational assignments and tasks, which are also argued to be a fundamental factor in educational progress and success. Little is known, however, about the academic self-efficacy that the children of immigrants have, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S. public schools. Segmented assimilation theory guides this study's understanding of the children of immigrants' academic self-efficacy. Analyses, which draw from the Educational Longitudinal Study of 2002 and multilevel analyses, indeed reveal imperative findings. Most notably, the association between academic self-efficacy and assimilation is moderated by gender, race, and ethnicity. This article also discusses the importance of understanding the schooling of the children of immigrants in the educational system.

Social bond theory suggests that strong bonds to school influence better outcomes on measures of educational progress and success. However, we know little about the relationship between social bonding to school and dropout for racial/ethnic minorities, or how this relationship varies across school settings. We examine how five types of social bonding (attachment, academic and sports involvement, commitment, and belief) influence the likelihood of dropout for racial/ethnic minorities in urban, suburban, and rural schools using national survey data. Results suggest that strong social bonds to school have the potential to mitigate some of the observed racial/ethnic gaps in dropout risk; however, the opportunity to form such bonds, as well as the strength of their protective effects, vary by student race/ethnicity, type of social bond, and school location.