This article explores the educational performance and careers of the children of immigrant families and those of French natives in secondary schooling in France. Using a rich longitudinal dataset (the 1995 Panel of the Ministry of Education), we compare the parents' educational expectations with the school careers of their children. We identify higher educational expectations among immigrant parents than among natives from a similar social background. Although immigrant students begin the collège with a poorer school performance than native students, they tend to shorten this distance with the simple passage of time. Besides, most of this disadvantage is explained by class-related factors. Among the working class, there are few differences in the educational careers of children of immigrants and those of French-born children in upper secondary education. Nonetheless, students from a North African ancestry seem to be less able to materialize their aspirations than the descendants of Portuguese immigrants, and thus express more frequently their dissatisfaction with their orientation in the vocational or technological track

This research contributes to the booming literature on the mobility of international students in higher education. We analyse universitylevel factors that affect the sorting of Chinese international students across British universities. We produced a unique data-set merging university-level data from the 2014 UK Higher Education Statistics Agency and the Higher Expectations Survey, supplemented by qualitative evidence from six focus groups for illustrative purposes. Our results, using nationally representative evidence for the first time, confirmed that university prestige is the most important driver for the sorting of Chinese students across British universities, together with further effects of the broader social and cultural offerings that the universities provide. Interestingly, the cost of study and marketing strategies deployed by universities do not seem to drive the Chinese students' university choices. Our findings underline the importance of diffuse institutional factors such as university rankings and their taken-for-granted status by students themselves.

Abstract:Much has been said about the institutional determinants of transitional justice (TJ), yet we still know little about the determinants of citizens' attitudes towards restorative policies aimed at addressing human rights violations of the past. This paper draws on an original survey of a representative sample of Spanish citizens conducted in 2008. One year earlier, the Spanish socialist government had approved the so-called "Law of Historical Memory", aimed at providing restitution for victims of the Spanish Civil War (1936)(1937)(1938)(1939) and the Francoist dictatorship ). We analyze individual-level attitudes towards a set of TJ policies (i.e. truth commissions, trials, and symbolic reparations) in a comprehensive overview of the field. We study the effect of different sets of variables: individual socio-demographic and ideological factors, family and socialization variables, and context-related factors. Individual ideology, family victimization during the dictatorship and regional context appear as highly relevant in explaining individual attitudes towards TJ policies.

No abstract