Adolescents' educational aspirations and ethnic background: The case of students of African and Latin American migrant origins in Spain

Gil-Hernández, Carlos J.; Gracia, Pablo

doi:10.4054/demres.2018.38.23

Cited by 27 publications

(16 citation statements)

References 46 publications

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“…Research in Spain is also abundant regarding the so-called immigrant optimism paradox: controlling for academic results and socioeconomic background, the educational expectations of immigrant students are higher than the expectations of their native counterparts (Cebolla & Martínez de Lizarrondo, 2015;Cebolla-Boado et al, 2020;Gil-Hernández & Gracia, 2018). This body of research agrees on the idea that this apparent paradox is the result of the unfulfilled mobility aspirations in the migratory projects of parents.…”

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confidence: 68%

The Evolution of Educational Expectations in Spain (2003-2018): An Analysis of Social Inequality Using PISA

Valdés

2021

RISE

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This paper examines the educational expectations of the Spanish student body at the end of compulsory education. Using the 2003 and 2018 waves of PISA, I report a remarkable increase in the educational ambition of the Spanish student body. Two aspects are worth noting. Firstly, virtually all 15-years-old students expect to enroll in Upper Secondary Education by 2018. Secondly, Higher Vocational Education has become a very appealing alternative at tertiary level. Furthermore, significant inequalities have been documented in the configuration of educational expectations. However, inequality has been reduced in the expectations of enrolment in Upper Secondary and Tertiary Education due to the higher educational ambition among socioeconomically disadvantaged students. In turn, inequality has increased in the horizontal expectation of enrolment in the academic track in both levels because a larger share of socioeconomically disadvantaged students preferred the vocational track in 2018 (diversion thesis). Using counterfactual analysis, I have observed that this increase in horizontal inequality would have been larger had it not been for the change in the social structure between 2003 and 2018

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confidence: 68%

The Evolution of Educational Expectations in Spain (2003-2018): An Analysis of Social Inequality Using PISA

Valdés

2021

RISE

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“…The broader context of migration scholarship and social stratification research is dominated by the comparison of the educational attainment or labour market successes of migrants and the majority population (e.g., Fernández‐Reino, 2016; Gil‐Hernández & Gracia, 2018; Kirui & Kao, 2018; Naseem & Adnan, 2019), whereas comparisons of migrants with their non‐migrating counterparts are rare or non‐existent. To our knowledge, studies comparing patterns of educational and occupational reproduction among migrants and those who did not engage in migration are extremely rare (e.g., Guveli et al, 2016; Zuccotti, Ganzeboom, & Guveli, 2017).…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

The intergenerational social mobility of internationally mobile students: The status attainment of returnees from abroad compared with non‐returnees

Bahna

2021

Population Space and Place

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The well‐researched positive selectivity of international student mobility (ISM) participants with regard to parental education and social class identifies ISM as a strategy of distinction in times of a massification of tertiary education. Research has noted that returnees profit from the distinction their education gives them in the local labour market. However, studies from several countries suggest that about half of international students do not return home after graduation. How is social status transferred in these cases? The occupational statuses of ISM returnees and non‐returnees do not differ significantly. Blau and Duncan's status attainment model for returnees finds higher similarity between the occupational status of graduates and their fathers as well as a higher explained variance when compared with the model for non‐returnees. This suggests that some capitals of a graduate's family are not internationally transferable and complicates the notion of ISM as a strategy of intergenerational transfer of social status.

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“…In other words, when measuring immigrant-native gaps in educational choices most studies assume simple additive effects of social class and prior performance, while interactions with students' immigrant background might be revealing. Immigrants-native differences may arise because minority students respond differently to their lower socioeconomic background and academic performance (Gil-Hernández and Gracia, 2018).…”

Section: Heterogeneous Ethnic Choice Effectsmentioning

confidence: 99%

“…There is evidence that, in the transition to upper secondary education in Germany, positive ethnic choice effects are only concentrated among low-SES students (Dollmann, 2017). This is because the educational choices of native students are highly stratified by social class, while students with an immigrant background tend to have high educational aspirations regardless of their social background, due to of their desire for upward mobility despite all disadvantages (Salikutluk, 2016;Gil-Hernández and Gracia, 2018). These results raise some concerns about the sustainability of these educational decisions in Germany (Dollmann, 2017), but they have not been replicated in other educational systems.…”

Section: Heterogeneous Ethnic Choice Effectsmentioning

confidence: 99%

Aiming too high or scoring too low? Heterogeneous ethnic gaps in upper secondary enrollment and outcomes beyond the transition in France

Ferrara¹

2021

Preprint

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The children of immigrants tend to make more ambitious enrolment choices than native students after controlling for their lower social status and prior academic achievement. Few studies have explored heterogeneity in these ethnic choice effects by both social origin and previous achievement simultaneously, so it is unclear whether results are driven by specific immigrant-native comparisons. Moreover, most research does not investigate outcomes after the educational transition, so the long-term consequences of these educational choices remain unclear. Using French panel data from the 1995 and 2007 rounds of the Panel d'Élèves du Second Degré and focusing on the children of immigrants from Africa and Turkey, I investigate immigrant-native gaps in the decision to enrol in academic upper secondary education and in outcomes after the transition. I find evidence of positive ethnic choice effects. However, I also find that they were substantial only when comparing the most disadvantaged immigrant-origin and native students (low-performing and lower class students). After the transition, immigrant-origin students were more likely to be retained, less likely to further transition to the most prestigious track and less likely to complete a track leading to tertiary education. Analyses using counterfactual reweighting suggest that large portions of these gaps were explained by positive ethnic choice effects and by the long-term impacts of immigrant-native gaps in prior academic achievement. My findings indicate that ethnic choice effects are prevalent among academically fragile students and that policy should aim to close early gaps in academic achievement to limit their persistent effects over time.

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Adolescents' educational aspirations and ethnic background: The case of students of African and Latin American migrant origins in Spain

Cited by 27 publications

References 46 publications

The Evolution of Educational Expectations in Spain (2003-2018): An Analysis of Social Inequality Using PISA

The Evolution of Educational Expectations in Spain (2003-2018): An Analysis of Social Inequality Using PISA

The intergenerational social mobility of internationally mobile students: The status attainment of returnees from abroad compared with non‐returnees

Aiming too high or scoring too low? Heterogeneous ethnic gaps in upper secondary enrollment and outcomes beyond the transition in France

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