Integration policy in education and immigrant students’ patriotic pride in host countries: A cross-national analysis of 24 European countries

Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea

“…In fact, teachers often teach according to their own cultural biases, with teacher preparation programs being far from successful when it comes to incorporating multicultural perspectives into their programs (Allen et al, 2017; Gorski, 2009; Sleeter, 2001). Accordingly, in both Western and Asian countries, research has shown that students from marginalized groups, including students of color, second-language learner, and immigrant students, fall behind in terms of academic performance (Kirksey et al, 2020; Lin & Lu, 2016), high school graduation rates (Heckman & LaFontaine, 2010), access to postsecondary education (Lemmermann & Riphahn, 2018), and a feeling of belonging to country (S. Choi & Cha, 2019).…”

In the name of the University: the choice to promote as a tool to influence decision-making

“…Previous HE research (e.g., Choi and Cha 2021;Titsworth et al 2013) has found that some traditional elements of the university experience, such as the communication method chosen by educators, positively influences students' positive emotional processes and responses such as pride and enjoyment, which in turn lead to communicate their feelings to others. In fact, not only students can develop positive emotions towards the university but also their parents or relatives being proud of their children (Holbrook et al 2014;Wong and Yuan-Li 2019).…”

Overrepresentation of immigrants in special education. A grounded theory study on the case of Austria

“…Internalizing the social norms that are embedded in the institutionalized integration policies in schools are expected from students (Choi & Cha, 2019). Empirical research has shown that successful integration policies could narrow the gap between immigrant and native peers in terms of educational achievement (Yang & Ham, 2017).…”

“…Empirical research has shown that successful integration policies could narrow the gap between immigrant and native peers in terms of educational achievement (Yang & Ham, 2017). However, studies mainly provided evidence about the effect of integration policies on educational gaps but not about socio-political identity (Choi & Cha, 2019;Wright & Bloemraad, 2012). Socio-political integration is a crucial factor that shows the level of integration.…”

“…Literature mainly suggested that immigrants are not attached to the host country. In the comparative study of Choi and Cha (2019) in several countries, it was found that immigrant students are less likely to feel attached to the host country, which can be a barrier for social integration. Nonetheless, this does not mean that immigrant parents do not believe in the necessity of integration.…”