Migrant Penalties in Educational Achievement

Borgna, Camilla

doi:10.5117/9789462981348

Cited by 2 publications

(2 citation statements)

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“…They encompass all manner of gaps in all STEMM fields across age groups, educational levels, and scale levels. The following list illustrates the prevalence, extreme diversity, and complexity of the subject: Kinds of gaps: excellence gap, 16,17 pay gap, 18,19 achievement gap, 20 confidence gap, 21,22 opportunity gap, 23,24 representation gap 25 STEMM‐fields: astronomy, 26,27 biology, 28,29 chemistry, 30,31 engineering, 32,33 geosciences, 34,35 computer science, 36 math, 37,38 medicine, 39,40 pharmacy, 41,42 physics 43,44 Age groups: early childhood, 45 childhood, 46,47 youth and adolescence, 48,49 adulthood 50,51 Educational levels: kindergarten, 52,53 elementary education, 23,54 secondary education, 55,56 higher education, 57,58 vocational education 59,60 Kinds of groups: ethnicity, 48,61 gender and sex, 62,63 immigrants, 64,65 migrants, 66,67 generational, 68,69 sexual orientation and gender identity, 70,71 countries, 72,73 special educational needs and disabilities, 45,71 twice exceptional 74 Scale levels: geography, 75,76 culture, 77,78 institutions and organizations, 79,80 schools, 56,81 groups, 61,82 family 83,84 …”

Section: Inequalities and Equity Gaps In Stemm Talent Developmentmentioning

confidence: 99%

Talent denied: Equity and excellence gaps in STEMM

Ziegler,

Stoeger

2023

Annals of the New York Academy of Sciences

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In principle, there could be STEMM talent everywhere if there were sufficient and adequate opportunities and learning resources everywhere. The reality, however, is that the likelihood of developing one's talent in STEMM is tied to membership in social groups. In this contribution, we explore the implications of this statement with multiple examples for different social groups and for different stages of talent development. We propose an educational framework model for analyzing equity gaps in STEMM talent development that identifies and systematizes the unequal and inequitable distribution of resources and opportunities as the proximal cause of the emergence of such equity gaps. Furthermore, we discuss important aspects for closing equity gaps in STEMM talent development. We argue that—similar to public health approaches—the focus in establishing equity in STEMM talent development should be on prevention rather than intervention. We discuss the importance of the cooperation of societal subsystems and argue for the use of adequate methods of disparity detection for creating equal opportunities. We also outline why preventive strategies are crucial for the creation of resource parity and explain why outcome standards should be considered obligatory.

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Section: Inequalities and Equity Gaps In Stemm Talent Developmentmentioning

confidence: 99%

Talent denied: Equity and excellence gaps in STEMM

Ziegler,

Stoeger

2023

Annals of the New York Academy of Sciences

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“…Second-generation immigrant students 1 still experience systematic performance disadvantages in many European countries (Borgna, 2017;Heath and Brinbaum, 2007;Heath et al, 2008;Schneeweis, 2011;Schnepf, 2007), despite passing through the education system in the same manner as their non-immigrant classmates. To promote educational opportunities, education systems in host societies are an important tool for integration that provide young people with the capabilities they need to cope in their future lives.…”

Section: Introductionmentioning

confidence: 99%

Educational achievement disparities between second-generation and non-immigrant students: Do school characteristics account for tracking effects?

Pomianowicz

2021

European Educational Research Journal

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The present article investigates the relationship between the degree of tracking and inequalities in reading literacy of second-generation and non-immigrant students in 28 Western countries. The article takes into account that next to between-school tracking, there are also more subtle forms of tracking, such as tracking within schools or classes. By elaborating how the distinct mechanisms of different tracking characteristics generate achievement inequalities, I assume that any negative effects of tracking on second-generation immigrant students’ achievements are primarily driven by differences in the quality of school environments. Data from the Programme for International Student Assessment 2018 are used and multilevel regression analysis with country-fixed effects are applied. The findings reveal that a higher tracking degree is related to substantial disadvantages in reading literacy for immigrant children. Furthermore, a higher immigrant concentration in schools is associated with immigrant inequalities in reading performance as the degree of tracking increases, whereas unequal distributions of teacher and instructional quality were found to generate inequalities in countries with less tracking. Even though the results are only partly in line with the theory of tracking influences on immigrant achievement disadvantages, they suggest that the interplay between institutional tracking and school characteristics are crucial for learning inequalities.

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Migrant Penalties in Educational Achievement

Cited by 2 publications

References 0 publications

Talent denied: Equity and excellence gaps in STEMM

Talent denied: Equity and excellence gaps in STEMM

Educational achievement disparities between second-generation and non-immigrant students: Do school characteristics account for tracking effects?

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