Raising the achievement of immigrant students: Towards a multi-layered framework for enhanced student outcomes

Abstract

Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students’ achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale data sets and the implications for research and policy analysis.

Las desigualdades del alumnado extranjero en la educación obligatoria española. Una visión crítica desde la teoría del cuidado

“…En las políticas educativas de integración de la población extranjera, los resultados revelan una falta de coordinación entre gobierno e instituciones educativas y, sobre todo, una ausencia de colaboración de los responsables de las políticas educativas con otros agentes del gobierno responsables de las políticas económicas, sanitarias, laborales y de inmigración. Sin esa visión holística del problema de la integración, el valor de los actuales conjuntos de datos a gran escala es muy limitado para la investigación y el análisis político (Volante et al, 2019).…”

“…La persistencia de la brecha de desigualdades manifiesta el fracaso de las políticas educativas neoliberales en sus aplicaciones prácticas. Son necesarias otras políticas que atiendan a las características individuales, familiares, y culturales del alumnado extranjero y que conecten al sistema educativo con otras instancias importantes dentro de los gobiernos, como la económica, sanitaria, laboral y protección social (Volante et al, 2019).…”

Personal social networks as a superdiversity dimension: A qualitative approach with second-generation Americans

“…In recent years, social science studies have not been focusing on offspring when analyzing superdiversity, or at least when taking this conceptual framework into consideration as a whole. 1 Many studies have focused on second-generation adaptation, acculturation or integration through different facets of life and culture, such as language (Cantone, 2019; Stavans and Ashkenazi, 2020; Verhaeghe et al, 2019), religion or spirituality (Bruce, 2020; Falcke et al, 2020; Hoechner, 2020; Parnes et al, 2020; Shen, 2020), legal status (Labussière and Vink, 2020), marriage (Phillips et al, 2020), schooling (Bayona-i-Carrasco et al, 2020; Bissonnette et al, 2019; Chachashvili-Bolotin et al, 2019; Cheng and Yuen, 2019; De Feyter et al, 2020; Demintseva, 2020; Diaz, 2020; Orupabo et al, 2020; Volante et al, 2019), health (Zhu, 2019), employment (Briggs, 2020; Sakamoto and Hsu, 2020), mobilities (Marrow, 2020), national identification and belonginess (Bacchus, 2020; Etienne, 2020; Forrest et al, 2020; Marino, 2020; McClure, 2020; Schaefer and Simon, 2020; Solimene, 2019; Verhaeghe et al, 2020; Zhou and Rodríguez-Mantilla, 2020), political and/or civil society participation or activism (Khachikian, 2019; Le, 2020; Potochnick and Stegmaier, 2020; Terriquez and Lin, 2020), transnational practices (Brocket, 2020; Bruce, 2020; Hernández-León et al, 2020; Jain, 2019; Solimene, 2019), gender (Valdez and Tran, 2020), or attitudes towards others’ cultures (van Maaren and van de Rijt, 2020).…”

Essays on drivers and long-term impact of migration

“…Worldwide, the number of refugees has reached to 25.9 million people with an increase by 85% since 2000 (IOM, 2019). One of the focal points of the public debate on migrants is the integration of low-skilled immigrants and refugees as even the second and higher order generations are lagging behind in comparison to their native peers in terms of both educational attainment and labor market outcomes (e.g., Algan et al, 2010;OECD and European Union, 2015;Volante et al, 2019).…”

“…With respect to low-skilled migrants and refugees, the success of the integration process of first-generation immigrants has also implications for the outcomes of second generations. As widely discussed in the literature, second-generation immigrants fare better in education and labor market compared to their parents but their outcomes are not fully converged to that of their native peers (e.g., Algan et al, 2010;Chiswick and DebBurman, 2004;Volante et al, 2019). Low material quality of neighborhoods that second-generation immigrants usually live in their childhood (Gould et al, 2004(Gould et al, , 2011 and concentration of co-ethnic peers in the same neighborhoods that result in slower acquisition of countryspecific social and human capital (Borjas, 1995;Chiswick, 1991;Chiswick and Miller, 1995;Lazear, 1999) have been provided as potential explanations of slower integration in the literature.…”