Background:The recent influx of Newly Arrived Migrant Students (NAMS) in Western-European societies poses important educational questions about how best to support migrant students within the education system. Purpose: We sought to study how elements that are associated with cultural capital -namely a sense of entitlement and strategic knowledge -have relevance to NAMS' educational trajectories. In studying the process of how cultural capital relates to educational careers, this study argues for a general shift from a resourcefocused approach towards a strategy-focused approach to cultural capital. Sample: We collected data from 33 NAMS from six secondary schools in a city in Flanders (the Dutch-speaking part of Belgium). A maximum difference approach was used: this allowed comparison of NAMS who followed the most academic track (general track) and the least academic track (vocational track) in secondary education in Flanders. Design and methods: We undertook 33 in-depth biographical interviews during which the NAMS reconstructed their educational trajectories. Data were analysed qualitatively. We used structural approach analysis to identify each narrative's core structure. These structured fragments were then thematically coded. Results: Within the categories 'a sense of entitlement' and 'strategic knowledge of the education system', the analysis detected differences in strategies of action between pupils in the general track and in the vocational track. Conclusion:The findings offer insights that could support the development of better strategies to guide and support NAMS in education. As NAMS' integration in the educational system appears to be a stretched and slow process of orientation, studying their trajectory has the potential to deepen our understanding of known mechanisms of the reproduction of inequalities in education.

Educational tracking has been studied abundantly in previous research. However, the transitions of Newly Arrived Migrant Students (NAMS) to these (tracked) educational settings are understudied. To facilitate the transition of NAMS to regular secondary education, many countries organise reception classes. This is a separate form of education for NAMS between 12 and 18 years old that immerses them in the language of instruction (i.e., Dutch) and prepares them for participation into regular secondary education. Studying the organisation of reception education is essential to evaluate the inclusiveness of education for NAMS. We take two schools in Flanders (Belgium) as case studies to study in-depth how the grouping of students in reception education influences which track NAMS enter in regular education. Ethnographic fieldwork was conducted in the two schools (2017)(2018)(2019) and quantitative data on four generations of NAMS (2014-2018) were collected in one of the schools. The five conceptual dimensions of tracking, as developed by Domina et al. (2019), were used to analyse the data.The results show that the grouping of NAMS has a distinct impact on their transition to the tracked education system. The groups initially applied to describe the specific language abilities of students result in a framework that defines their general educational possibilities. The learning opportunities students receive in the ability groups are different because they are associated with different tracks in regular education. Although the grouping is seen by teachers as a pragmatic organisational undertaking, it is biased by middle-class cultural norms and a one-sided focus on language aptitude measured by questionable formal assessment tools.

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BackgroundReflection is a key component of postgraduate training in general practice (GP). International medical graduates (IMG) are thought to be less familiar with reflection, with international medical schools favouring more didactic methods of education.AimTo explore IMGs’ experiences of reflection prior to and during GP training, and the support available for developing skills in reflection.Design & settingA cross sectional survey was sent to IMGs undertaking GP training in 12 of the 14 UK regions from March to April 2021.MethodA pre-tested self-administered on-line questionnaire was used to collect data on experiences of reflection both prior to and during GP training, and support available for developing skills in reflection.Results485 of 3,413 IMG trainees completed the questionnaire (14.2% response rate, representative of national demographics). 79.8% of participants reported no experience of reflection as an undergraduate and 36.9% reported no formal training in reflection during GP training. 69.7% of participants agreed that reflection was beneficial for their training and 58.3% reported that the best support in reflection came from their supervisors. Experience of reflection, opinions on the benefits, and best sources of support all varied by where respondents' primary medical qualification was obtained (all P-values <.01).ConclusionMost IMGs have not experienced reflection prior to commencing UK GP training. There is diversity in experience and culture within this group which must be considered when tailoring educational interventions to support IMGs in their transition to UK GP training.