Immigration policies and deportations have negatively impacted not only undocumented immigrant students and their families, but also their teachers, administrators, counselors, and other community ...members. Drawing on Freire’s (1970) concept of praxis, and on critical-ecological educational approaches (da Silva Iddings, 2017), we interviewed educators to better understand the possibilities of partnerships between university-schools-communities to collaboratively facilitate educational equity and safety of undocumented immigrant students in U.S. schools. Thus, this article aims to shed light on ways to respond to the current sociopolitical and educational issues these students are facing and on ways to improve their schooling experiences.
Aunque el aumento del alumnado inmigrante en Chile subraya la importancia de estudiar actitudes de los docentes hacia la multiculturalidad, existe un déficit de instrumentos de medida para ser ...aplicados a la población local. El objetivo de este estudio es validar la Escala de Actitudes hacia la Multiculturalidad en la Escuela (León del Barco et al., 2007) en una muestra compuesta por N=160 profesores chilenos. Se estableció que el modelo unifactorial presenta el mejor ajuste a los datos, y se determinó la existencia de relaciones significativas entre la actitud hacia la multiculturalidad, la amenaza exogrupal percibida y el prejuicio. Los análisis de regresión lineal señalan que la amenaza exogrupal percibida y el prejuicio, explican el 42% de la variabilidad de la actitud hacia la multiculturalidad, apoyando la validez de criterio de la escala.
This study explores 1.5-generation Korean Americans’ perception of their identity in the southeastern region of the United States. The study focuses on four college students who immigrated during the ...middle of their childhood. Data were gathered during a semi-structured interview and were analyzed through a thematic analysis. Informed by a poststructuralist perspective on identity, 1.5-generation immigrants were found to have hybrid ethnic, linguistic, and cultural identities in citizenship status, language choices, and local-base transnational communities. The findings offer implications for educators to understand how immigrant students situate themselves as well as practice literacy differently in specific transnational contexts.
Using longitudinal data from the Italian National Institute for the Evaluation of the Education System (INVALSI), this paper investigates whether the ability of peers affects the educational ...attainment of immigrant students. We not only focus on the average quality of peers in the class, but also further investigate which part of the ability distribution of peers drives the effect, by assessing the role played by the extreme tails of the ability distribution. Our empirical strategy addresses students’ endogenous sorting into classes by exploiting the within-student across-subjects variation in achievements and the simultaneity problem by using predetermined measures of peers’ ability. We show that peers’ ability matters. While native students are mostly influenced by the average quality of their peers, immigrant children are detrimentally affected by the share of very low achievers in the classroom. Our findings provide valuable guidance to policymakers concerning the allocation of students to classes in order to foster immigrant students’ integration and learning.
•We study how peers’ ability affects the educational attainment of immigrant students.•Our results indicate that subject-specific peers’ ability matters.•Immigrants are detrimentally affected by the share of very low-achievers in the class.•The impact is larger for the most vulnerable and less integrated immigrant children.•Immigrants and natives tend to have different reference groups.
The purpose of this article is to understand the lived higher education experiences of students from refugee backgrounds. Limited to the context of educational experiences in the United States, this ...work is guided by insights from a phenomenological study of refugee students’ experiences. From their experiences, five key themes were identified. Those themes were mobility and higher education; transnational experiences; negotiating a bicultural identity; connections to a community of national origin; and sources of support for persisting in higher education. These themes are used to inform the recommendations for professional practice.
To keep students learning, Jusoor switched to an online learning format. It adopted Whats-App as a distance learning platform because of the tool’s widespread use and low cost and the refugee ...communities’ familiarity with it. This distance learning program was named Azima, or “Determination” as translated from the Arabic, in reference to the refugee children’s determination to continue learning despite the adversities they face. The Azima journey was rich in learning for the Jusoor team. Through the program creation, iteration, and transformation, a set of best practices emerged that could be useful for the establishment of distance education in general, and for distance education programs catering to out-of-school children or children coming from a vulnerable background in particular.
This study examined the extent to which kindergarten Spanish reading affected English reading growth trajectories through fourth grade among nationally representative Spanish‐speaking bilingual ...students (N = 312) in the United States and whether the association varied by students' English oral proficiency. Multilevel growth curve analyses revealed that stronger early Spanish reading was related to greater English reading growth. Within the stronger Spanish reading group, students with lower English oral proficiency initially began behind their counterparts but caught up with and surpassed them later. Within the weaker Spanish reading group, the difference between lower and higher English oral proficiency groups increased over time. Findings suggest that initially well‐developed Spanish reading competence plays a greater role in English reading development than English oral proficiency.
•Most of students opt to continue education, favouring academic over vocational pathways.•Native students are more likely to drop out of school, regardless of gender.•Non-native students, ...particularly boys, are less likely to follow more ambitious and higher-risk educational pathways.•Disparities in transition probabilities based on immigrant background decrease in a more balanced composition school.
The transition to post-compulsory education represents a fundamental educational decision that shapes young people's social and employment opportunities. However, these choices vary depending on social factors, such as socioeconomic background, immigrant origins, and gender, among others. The concentration of non-native students in schools may also influence these educational decisions, potentially disadvantaging students from lower social backgrounds. Using high-quality registration data from a cohort of students in their final year of compulsory education in Catalonia, Spain (N=82,923), this article analyses the probability of educational continuity -academic and vocational- or dropout, with special attention to the interaction between the immigrant background of the students and their gender. In addition, the impact of the concentration of non-native students in schools on students' educational decisions is analysed. The results reveal that non-native students, particularly boys, are less likely than their peers to follow more ambitious and higher-risk educational pathways. Conversely, native students are less likely to drop out of school, irrespective of their gender. When considering the level of non-native student concentration in schools, the findings suggest that variations in transition probabilities based on immigrant background decrease in environments with a more balanced composition.
In 1997, the authorities of Vic, a municipality with one of the highest immigration rates in Spain, implemented a programme called the Vic Model, which was a plan for the geographical redistribution ...or desegregation of immigrant students. The aim of the programme was to avoid the concentration or segregation of immigrants, which was defined as a problem, and to thereby dilute ethnic and cultural differences. According to scientific research, implementing such measures intensifies xenophobic and discriminatory attitudes among local populations. To analyse the relationship between this redistribution approach, which views immigrants as a burden, and xenophobic voting, we first document the examined case and then perform a quantitative analysis at both the regional and local levels by using demographic and electoral data. The results show an association between the assisted dissemination of immigrants throughout the municipality and an increase in xenophobic voting.
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