The Programme for International Student Assessment (PISA) has identified that one in three Australian students do not feel a sense of belonging to school, yet little research has investigated how the ...socio-ecological factors are differentially associated with school belonging for immigrant and native-born students. This study investigated the link between school belonging and Individual-Level (Gender, Economic, Social, and Cultural Status, Test Anxiety, Achieving Motivation, Collaboration and Teamwork Dispositions), Microsystem (Parents' Emotional Support and Teacher Fairness), and Mesosystem factors (Disciplinary Climate) among an Australian stratified sample of 14,530 fifteen-year-old native-born, second- and first-generation students guided by socio-ecological theory of human development. All socio-ecological factors examined were significantly associated with school belonging. Significant differences were found in the association between socio-ecological factors and school belonging across immigration status. It was concluded that test anxiety, teacher fairness and parents' emotional support were strongly associated with school belonging and there were significant differences across immigration status. Author abstract
Millions of immigrants reside in the United States without legal authorisation to do so. This paper examines the educational opportunities available to those brought to the country illegally as ...children. While the 1982 landmark Supreme Court decision in Plyler v. Doe protects access to K–12 education, in the past 25 years, legislation passed at the federal and state levels has made undocumented persons ineligible for postsecondary education benefits such as federal student loans and in‐state tuition rates. This paper assesses postsecondary education policies in Georgia through the lens of Immanuel Kant's practical philosophy. Utilising Kant's formula of humanity and drawing on the work of Thomas E. Hill, I argue that because these policies cannot be justified from the impartial perspective, they fail to treat undocumented students as ends in themselves and are thus morally unacceptable. Insofar as educational opportunities directly impact our ability to set ends and live as self‐directing, autonomous persons, these restrictions are deeply troubling from a Kantian perspective.
The goal of the present study was to investigate the relationship between parental acculturation attitudes and second language (L2) skills and acquisition in immigrant children and to identify the ...mechanisms that potentially mediate between parental acculturation attitudes and children's L2 skills and acquisition. Our longitudinal study is based on a sample of 252 children with German as L2 (age t
1
: M = 41 months; t
2
: M = 57 months) and their parents. Research Findings: Results revealed that parental acculturation attitudes toward the country of origin negatively correlated with children's L2 skills at t
1
and at t
2
. Furthermore, time spent in early childcare predicted L2 skills at t
1
and at t
2
. Parental L2 proficiency and children's contact with German language speakers outside of childcare were related to children's L2 skills at t
1
. Parental L2 proficiency mediated the relationship between parental acculturation attitudes and children's L2 skills. Practice or Policy: The findings support the importance of early childcare attendance and parental acculturation for L2 skills and acquisition in children with an immigrant background.
This study draws on the activity theory to explore how bilingual first-year secondary school students appropriate resources strategically in response to linguistic challenges in learning science ...through English in Hong Kong. The study explored 12 bilingual students' self-regulated strategy use by conducting in-depth interviews, stimulated recalls, observation and analysis of learning materials. Through analyzing these data, we examined how and why they appropriated and used resources strategically for self-regulated learning. The analysis revealed that the participants had used various artefacts (e.g. dictionary) and rules (e.g. evaluation criteria) to negotiate their respective roles (e.g. subject content learners and language learners) in situated communities of learning that consist of subject teachers, classmates, family members, private tutors and friends. Similarities and differences were found between the high achievers and the underachievers with regard to the use of resource-mediated strategies and the underlying reasons. The results inform the development of pedagogical schemes to enhance bilingual students' self-regulated strategic learning of academic subjects through English.
Research on immigrants' educational disadvantages documents substantial immigrant-native achievement gaps in standardized student assessments. Exploiting data from the German PIRLS extension, we find ...that second-generation immigrants also receive worse grades and teacher recommendations for secondary school tracks than natives, which cannot be explained by differences in student achievement tests and general intelligence. Second-generation immigrants' less favorable socioeconomic background largely accounts for this additional disadvantage, suggesting that immigrants are disproportionately affected by prevailing social inequalities at the transition to secondary school. We additionally show that differences in track attendance account for a substantial part of the immigrant-native wage gap in Germany.PUBLICATION ABSTRACT
This study investigates prominent themes about newly arrived immigrant students’ situation in life and at school as reflected in interviews with four teachers in a vocational upper secondary school ...located in a Swedish city suburb dominated by residents with immigrant background. Foucault’s concept of power and counter-power as well as Riessman’s narrative analysis are used to discuss and analyse the interviewed teachers’ descriptions. The results highlight the power and counter-power mechanisms involved in the discrepancy between well-behaved and ambitious immigrant students and the media representations of the students' housing area as criminal. The study also points to the power and counter-power relations between certain immigrant student groups with strong solidarity and other non-belonging students. There is also a power and counter-power dynamic between authorities making decisions affecting the immigrant students' life situation and resistance to these decisions. The study contributes valuable information of the mechanisms involved in the lives of newly arrived immigrant young students in Sweden, with possible relevance to similar contexts in other Nordic and European countries.
Conclusions The educational community and the administration should support the efforts of ATAL teachers to be recognized inside the school organization because they are a positive influence on ...cultural diversity management. In this sense, it may be advisable to undertake future research to analyze the possibilities of educational binomial or co-teaching, formal or intermediate leadership positions, or the role of more experienced ATAL teachers as trainers of other teachers in cultural diversity. The impact of professional development on teacher beliefs and practice.
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