Being Seen as a Troublemaker: Informal Reputational Labeling and School Fighting Among Immigrant Youth

Abstract

Research on immigrant youth has emphasized the role of school and peer contexts in shaping behavioral outcomes, yet less attention has been given to informal reputational labeling within these environments. This study examines whether perceived informal reputational labeling as a “troublemaker” is associated with school fighting and whether this association varies across school contexts. Data come from Wave II of the Children of Immigrants Longitudinal Study (CILS; N = 3,888). Results show that perceived troublemaker labeling is associated with higher odds of fighting at school, net of school conditions, peer environments, demographic characteristics, socioeconomic status, and language proficiency. Teacher discrimination, peer disengagement, exposure to drugs at school, and victimization are associated with higher odds of fighting. However, these contextual factors do not strengthen the labeling-fighting association and, in some cases, weaken it. Findings suggest that informal labeling is associated with school misbehavior, regardless of variation in school and peer environments.