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Journal articles on the topic 'Immigrants schooling'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Pullés, Stephanie A., and Susan K. Brown. "Gendered Consequences: Multigenerational Schooling Effects of IRCA." American Behavioral Scientist 61, no. 10 (2017): 1134–52. http://dx.doi.org/10.1177/0002764217732107.

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Prior research has examined the incorporation outcomes among unauthorized migrants after implementation of the 1986 Immigration Reform and Control Act (IRCA). However, few studies have evaluated how legalization opportunities produce gendered outcomes among the second-generation children of unauthorized immigrants. We examine the association of legalization opportunities provided through IRCA with the years of schooling attained by the sons and daughters of Mexican American immigrants. By distinguishing likely eligibility for one of two programs implemented under IRCA—the Legally Authorized Wo

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Green, Tiffany L., and Amos C. Peters. "Region of Birth and Child Mortality among Black Migrants to South Africa: Is there a foreign-born advantage?" Migration Letters 13, no. 3 (2016): 359–76. http://dx.doi.org/10.33182/ml.v13i3.289.

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Much of the existing evidence for the healthy immigrant advantage comes from developed countries. We investigate whether an immigrant health advantage exists in South Africa, an important emerging economy. Using the 2001 South African Census, this study examines differences in child mortality between native-born South African and immigrant blacks. We find that accounting for region of origin is critical: immigrants from southern Africa are more likely to experience higher lifetime child mortality compared to the native-born population. Further, immigrants from outside of southern Africa are le

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Nordin, Martin. "Immigrants’ Returns to Schooling in Sweden." International Migration 49, no. 4 (2009): 144–66. http://dx.doi.org/10.1111/j.1468-2435.2009.00570.x.

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Stritikus, Tom, and Diem Nguyen. "Strategic Transformation: Cultural and Gender Identity Negotiation in First-Generation Vietnamese Youth." American Educational Research Journal 44, no. 4 (2007): 853–95. http://dx.doi.org/10.3102/0002831207308645.

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This article explores the various ways in which recent Vietnamese immigrant students form cultural and gender identities as they transition to U.S. schooling. Using data from a 2-year qualitative study that tracked the social and academic adjustment processes of recent Vietnamese immigrant youth, this article examines the tensions that students struggle with as they bring their own values and practices into the school site. The findings suggest that gender functions as a complex social category for recent immigrants that shifts across social contexts. The authors argue that accounting for a fu

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Engzell, Per. "Aspiration Squeeze: The Struggle of Children to Positively Selected Immigrants." Sociology of Education 92, no. 1 (2018): 83–103. http://dx.doi.org/10.1177/0038040718822573.

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Why is it that children of immigrants often outdo their ethnic majority peers in educational aspirations yet struggle to keep pace with their achievements? This article advances the explanation that many immigrant communities, while positively selected on education, still have moderate absolute levels of schooling. Therefore, parents’ education may imbue children with high expectations but not always the means to fulfill them. Swedish data on children of immigrants from over 100 countries of origin support this view: Net of parents’ absolute years of schooling, a high rank in the sending count

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Hochschild, Jennifer L., and Porsha Cropper. "Immigration regimes and schooling regimes: Which countries promote successful immigrant incorporation?" Theory and Research in Education 8, no. 1 (2010): 21–61. http://dx.doi.org/10.1177/1477878509356342.

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While Canada is often described as the most and France as one of the least successful countries in the realm of immigrant incorporation, the question remains unresolved of how to evaluate a country’s policies for dealing with immigration and incorporation relative to that of others. Our strategy is to examine the relationships among (1) countries’ policies and practices with regard to admitting immigrants, (2) their educational policies for incorporating first- and second-generation immigrants, and (3) the educational achievement of immigrants and their children. We compare eight western indus

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Potochnick, Stephanie. "The Academic Adaptation of Immigrant Students with Interrupted Schooling." American Educational Research Journal 55, no. 4 (2018): 859–92. http://dx.doi.org/10.3102/0002831218761026.

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This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with interrupted schooling and uses multivariate analysis to assess their academic performance compared to other immigrants and nonimmigrants. Results indicate that over 10% of foreign-born youth experience interrupted schooling. These students have lower academic achievement and attainment than their peers

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Duncan, Brian, and Stephen J. Trejo. "Assessing the Socioeconomic Mobility and Integration of U.S. Immigrants and Their Descendants." ANNALS of the American Academy of Political and Social Science 657, no. 1 (2014): 108–35. http://dx.doi.org/10.1177/0002716214548396.

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Over the last several decades, two of the most significant developments in the U.S. labor market have been (1) rising inequality and (2) growth in both the size and the diversity of immigration flows. Because a large share of new immigrants arrive with very low levels of schooling, English proficiency, and other skills that have become increasingly important determinants of success in the U.S. labor market, such immigrants and their descendants may be a poor fit for the restructured economy and consequently have a difficult time integrating into American society. In this article we discuss som

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Skukauskaite, Audra, and Alicia Bolt. "Mexican-Immigrant Students Transforming Challenges into Opportunities at a Border School in the United States." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 1, no. 7 (2017): 45. http://dx.doi.org/10.21277/sw.v1i7.283.

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<p class="Normal1">As children of Mexican immigrant families enter schools in the United States of America, they face differences between their prior schooling experiences and the expectations in the new schools. Research on immigrant children has examined language and academic adaptation variables, yet little consideration has been given to the perspectives of children and their families and teachers. Utilizing principles of interactional ethnography, we examined elementary school student and their family and teacher perspectives about the differences between the children’s prior school

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10

Schoeni, Robert F. "Labor Market Outcomes of Immigrant Women in the United States: 1970 to 1990." International Migration Review 32, no. 1 (1998): 57–77. http://dx.doi.org/10.1177/019791839803200103.

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Forty-two percent of immigrant workers in the United States are women, yet almost all of the evidence on the economic performance of immigrants is based on analyses of men. This study begins to fill the void by examining differences in a wide array of labor market outcomes between U.S.-born and immigrant women, and among immigrant women born in different countries or regions of the world, using the 1970, 1980 and 1990 censuses. Immigrant women were less likely to participate in the labor force, and this gap increased to 7 percentage points by 1990. However, the share of self-employed and the n

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Jaffe-Walter, Reva. "“Who would they talk about if we weren't here?”: Muslim Youth, Liberal Schooling, and the Politics of Concern." Harvard Educational Review 83, no. 4 (2013): 613–35. http://dx.doi.org/10.17763/haer.83.4.b41012p57h816154.

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With the growing number of immigrant youth moving into new communities and host nations across the globe (Suarez-Orozco, 2007), it is critical that we deepen our understanding of the ways in which schools enable either the civic engagement or the social marginalization of these young people. In this article Reva Jaffe-Walter presents the results of an ethnographic case study of Muslim students and their teachers in a Danish secondary school. Her findings reveal how liberal educational discourses and desires to offer Muslim immigrant students a better life can slide into processes of everyday e

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Ramsey, Paul J. "In the Region of Babel: Public Bilingual Schooling in the Midwest, 1840s–1880s." History of Education Quarterly 49, no. 3 (2009): 267–90. http://dx.doi.org/10.1111/j.1748-5959.2009.00209.x.

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The city was to be “called Babel,” according to the book of Genesis, “because the LORD did there confound the language of all the earth.” Although the Midwest of the nineteenth century had never been “of one language, and of one speech” as the ancient city with the tower to heaven, America's heartland was confounded by linguistic diversity, particularly as more and more immigrants poured into the region after the 1830s. Yet, these foreign-language speakers brought with them more than “ax and hoe and rifle,” as Mark Twain once wrote of the “poor immigrant” settlers. They also brought with them

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Chiswick, Barry R., and Paul W. Miller. "Why is the payoff to schooling smaller for immigrants?" Labour Economics 15, no. 6 (2008): 1317–40. http://dx.doi.org/10.1016/j.labeco.2008.01.001.

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Hanushek, Eric A., and Dennis D. Kimko. "Schooling, Labor-Force Quality, and the Growth of Nations." American Economic Review 90, no. 5 (2000): 1184–208. http://dx.doi.org/10.1257/aer.90.5.1184.

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Direct measures of labor-force quality from international mathematics and science test scores are strongly related to growth. Indirect specification tests are generally consistent with a causal link: direct spending on schools is unrelated to student performance differences; the estimated growth effects of improved labor-force quality hold when East Asian countries are excluded; and, finally, home-country quality differences of immigrants are directly related to U.S. earnings if the immigrants are educated in their own country but not in the United States. The last estimates of micro productiv

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Feliciano, Cynthia, and Yader R. Lanuza. "An Immigrant Paradox? Contextual Attainment and Intergenerational Educational Mobility." American Sociological Review 82, no. 1 (2017): 211–41. http://dx.doi.org/10.1177/0003122416684777.

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Numerous studies have revealed a seemingly paradoxical pattern in which, despite cultural differences, unfamiliarity with the educational system, and possible language difficulties, children of immigrants outperform their peers with native-born parents in the U.S. educational system. We problematize the notion of an immigrant paradox in education by broadening our conceptualization of social class background, and introducing the concept of contextual attainment to capture the geographic and historical contexts in which education is completed. Analyzing nationally representative longitudinal su

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Lleras-Muney, Adriana, and Allison Shertzer. "Did the Americanization Movement Succeed? An Evaluation of the Effect of English-Only and Compulsory Schooling Laws on Immigrants." American Economic Journal: Economic Policy 7, no. 3 (2015): 258–90. http://dx.doi.org/10.1257/pol.20120219.

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We provide the first estimates of the effect of statutes requiring English as the language of instruction and compulsory schooling laws on the school enrollment, work, literacy, and English fluency of immigrant children during the Americanization period (1910–1930). English-only statutes moderately increased the literacy of certain foreign-born children, particularly those living in cities or whose parents were not fluent in English. However, these laws had no impact on immigrants' eventual labor market outcomes or measures of social integration (from 1940 census and WWII enlistment records).

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Tubadji, Annie, Masood Gheasi, and Peter Nijkamp. "Immigrants’ socio-economic achievements and cultural diversity." International Journal of Manpower 38, no. 5 (2017): 712–28. http://dx.doi.org/10.1108/ijm-12-2015-0232.

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Purpose An interest in social transmission as a source of welfare and income inequality in a society has re-emerged recently with new vigour in leading economic research (see Piketty, 2014). This paper presents a mixed Bourdieu-Mincer (B-M) type micro-economic model which provides a testable mechanism for culturally biased socio-economic inter-generational transmission. In particular, the operationalisation of this mixed B-M type model seeks to find evidence for individual and local cultural capital effects on the economic achievements, in addition to the human capital effect, for both migrant

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Saarela, Jan, and Rosa Weber. "Assessment of educational misclassification in register-based data on Finnish immigrants in Sweden." Scandinavian Journal of Public Health 45, no. 17_suppl (2017): 20–24. http://dx.doi.org/10.1177/1457496917702322.

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Aim: In population registers, information on completed schooling is either missing or misclassified for a large proportion of newly arrived immigrants. It is unclear how quickly the information is updated and whether misclassification, i.e., that the wrong level of education is recorded, biases empirical estimates. Methods: We use unique linked Swedish and Finnish register data to determine the extent of such mismeasurement. By running logistic regressions on zero earnings, we also illustrate how mismeasurement might influence the estimated effects of education on health or labour market outco

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Alonso-Soto, Daniel, and Hugo Nopo. "How do Latin American migrants in the USA stand on schooling premium? What does it reveal about education quality in their home countries?" International Journal of Manpower 39, no. 6 (2018): 855–79. http://dx.doi.org/10.1108/ijm-06-2017-0140.

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Purpose Indicators for quality of schooling are not only relatively new in the world but also unavailable for a sizable share of the world’s population. In their absence, some proxy measures have been devised. One simple but powerful idea has been to use the schooling premium for migrant workers in the USA (Bratsberg and Terrell, 2002). The purpose of this paper is to extend this idea and compute measures for the schooling premium of immigrant workers in the USA over a span of five decades. Design/methodology/approach In this paper, the authors focus on the schooling premia for the Latin Ameri

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Murat, Marina. "Do Immigrant Students Succeed? Evidence from Italy and France." Global Economy Journal 12, no. 3 (2012): 1850269. http://dx.doi.org/10.1515/1524-5861.1872.

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This paper uses data from PISA 2006 on science, mathematics and reading to analyze immigrant school gaps – negative difference between immigrants’ and natives’ scores - and the structural features of educational systems in two adjacent countries, Italy and France, with similar migration inflows and with similar schooling institutions, based on tracking. Our results show that tracking and school specific programs matter; in both countries, the school system upholds a separation between students with different backgrounds and ethnicities. Residential segregation or discrimination seem also to be

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Carpenter, Craig Wesley, David Anderson, and Rebekka Dudensing. "The Texas Drilling Boom and Local Human Capital Investment." Journal of Agricultural and Applied Economics 51, no. 02 (2019): 199–218. http://dx.doi.org/10.1017/aae.2018.34.

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AbstractResearchers and citizens alike question the long-term impacts of the shale oil boom on local communities. Studies have considered the boom’s effects on employment, income, mobility, and human capital acquisition. This research specifically builds on research considering shale effects on secondary schooling. Using county-level data from Texas, we investigate two questions: (1) Has the latest oil boom led to a reduction in local high school graduation? (2) Is this effect different for immigrants, a group potentially vulnerable to local wage effects? Findings indicate insignificant overal

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Frisby, Craig L., and Shane R. Jimerson. "Understanding immigrants, schooling, and school psychology: Contemporary science and practice." School Psychology Quarterly 31, no. 2 (2016): 141–48. http://dx.doi.org/10.1037/spq0000163.

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Swidinsky, Robert, and Michael Swidinsky. "The Relative Earnings of Visible Minorities in Canada." Relations industrielles 57, no. 4 (2003): 630–59. http://dx.doi.org/10.7202/006904ar.

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Summary This article presents new evidence on the relative earnings of visible minority immigrant and native-born paid workers in Canada using data from the 1996 Census. Our findings show that labour market disadvantages associated with visible minority status are largely confined to immigrant men. The earnings deficits imputed to minority native-born men and immigrant women are fairly modest, and it appears that native-born women are paid a premium. Among immigrant men, labour market disadvantages are apparent primarily among those who were older when they arrived in Canada. There is some evi

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Bönke, Timm, and Guido Neidhöfer. "Parental Background Matters: Intergenerational Mobility and Assimilation of Italian Immigrants in Germany." German Economic Review 19, no. 1 (2018): 1–31. http://dx.doi.org/10.1111/geer.12114.

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Abstract We investigate the hypothesis of failed integration and low social mobility of immigrants. An intergenerational assimilation model is tested empirically on household survey data and validated against registry data provided by the Italian Embassy in Germany. Although we confirm substantial disparities between educational achievements of immigrants and natives, we find that the children of Italian immigrants exhibit high intergenerational mobility and no less opportunity than natives to achieve high schooling degrees. These findings suggest a rejection of the failed assimilation hypothe

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de Graauw, Els, and Irene Bloemraad. "Working Together: Building Successful Policy and Program Partnerships for Immigrant Integration." Journal on Migration and Human Security 5, no. 1 (2017): 105–23. http://dx.doi.org/10.1177/233150241700500106.

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Supporting and investing in the integration of immigrants and their children is critically important to US society. Successful integration contributes to the nation's economic vitality, its civic and political health, and its cultural diversity. But although the United States has a good track record on immigrant integration, outcomes could be better. A national, coherent immigrant integration policy infrastructure is needed. This infrastructure can build on long-standing partnerships between civil society and US public institutions. Such partnerships, advanced under Republican- and Democratic-

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Gutiérrez-Rubio, David, Alexander Maz-Machado, Carmen León-Mantero, and María José Madrid-Martín. "Analysis of PISA data on the effect of student's parents on Math Anxiety in Spanish students." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 9 (July 3, 2018): 1489–95. http://dx.doi.org/10.24297/ijrem.v9i1.7886.

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In this work we present a descriptive study of the effects that the schooling level of both parents (mother and father) may cause in the levels of Math Anxiety in Spanish students from secondary education. We study the effects separately for male and female students, and native, first, and second generation of immigrants. Results show a slightly bigger influence of the mother over the father. For higher ISCED levels, native and second generation immigrants have same behavior, while for lower levels natives have less anxiety. In families where the mother has a higher ISCED level than the father

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Douniès, Thomas. "An impossible public problem or the paradox of activist resistance: Unwillingly depoliticizing immigrants’ schooling in France." education policy analysis archives 29 (May 24, 2021): 72. http://dx.doi.org/10.14507/epaa.29.5719.

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In France as in other European countries, access to education for immigrants beyond compulsory schooling is selectively achieved, through a triage implemented by education administrations. Support organizations are increasingly solicited on this matter. Considering the twofold policy role of non-profits which both act as advocates and providers, this paper sheds light on the reciprocal relationship between the way activists manage enrollment in education and the way this issue is framed in the public sphere. Indeed, militants play a gatekeeping role and can discretely negotiate the access to s

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Silveira, Cássio, Nivaldo Carneiro Junior, Manoel Carlos Sampaio de Almeida Ribeiro, and Rita de Cássia Barradas Barata. "Living conditions and access to health services by Bolivian immigrants in the city of São Paulo, Brazil." Cadernos de Saúde Pública 29, no. 10 (2013): 2017–27. http://dx.doi.org/10.1590/0102-311x00113212.

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Bolivian immigrants in Brazil experience serious social problems: precarious work conditions, lack of documents and insufficient access to health services. The study aimed to investigate inequalities in living conditions and access to health services among Bolivian immigrants living in the central area of São Paulo, Brazil, using a cross-sectional design and semi-structured interviews with 183 adults. According to the data, the immigrants tend to remain in Brazil, thus resulting in an aging process in the group. Per capita income increases the longer the immigrants stay in the country. The maj

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Rocha, Rudi, Claudio Ferraz, and Rodrigo R. Soares. "Human Capital Persistence and Development." American Economic Journal: Applied Economics 9, no. 4 (2017): 105–36. http://dx.doi.org/10.1257/app.20150532.

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This paper documents the persistence of human capital over time and its association with long-term development. We exploit variation induced by a state-sponsored settlement policy that attracted immigrants with higher levels of schooling to particular regions of Brazil in the late nineteenth and early twentieth century. We show that one century after the policy, municipalities that received settlements had higher levels of schooling and higher income per capita. We provide evidence that long-run effects worked through higher supply of educational inputs and shifts in the structure of occupatio

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Furtado, Delia, and Tao Song. "Intermarriage and Socioeconomic Integration." ANNALS of the American Academy of Political and Social Science 662, no. 1 (2015): 207–22. http://dx.doi.org/10.1177/0002716215594629.

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Previous studies show that immigrants to the United States married to natives earn higher wages than immigrants married to other immigrants. Using data from the 1980 to 2000 U.S. censuses and the 2005 to 2010 American Community Surveys, we show that these wage premiums have increased over time. Our evidence suggests that the trends are unlikely to be explained by changes in the attributes of immigrants who tend to marry natives but might instead be a result of changes in how these attributes are rewarded in the labor market. Because immigrants married to natives tend to have more schooling, pa

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Crossman, Katie, and Geoffrey Pinchbeck. "An Intensive Academic English Course for Generation1.5 ELLs Bound for Postsecondary Studies: Curriculum Design, Development, and Implementation." TESL Canada Journal 29 (October 3, 2012): 231. http://dx.doi.org/10.18806/tesl.v29i0.1120.

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Immigrants and the children of immigrants who have completed their schooling in Canadian school settings, commonly referred to as Generation 1.5, are increasingly identified in the research literature as academically at risk due to inadequately developed academic language proficiency and learning strategies. This article describes the design, development, and implementation of a curriculum that targets the academic needs of these students as they transition from high school to university. A thematically integrated design is adopted for the purposes of contextualizing the academic demands of sc

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Seabra, Teresa, and Sandra Mateus. "School achievement, social conditions and ethnicity: Immigrants’ children in basic schooling in Portugal." Portugese Journal of Social Sciences 10, no. 1 (2011): 73–86. http://dx.doi.org/10.1386/pjss.10.1.73_1.

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Salomone, Rosemary. "Transnational schooling and the new immigrants: developing dual identities in the United States." Intercultural Education 19, no. 5 (2008): 383–93. http://dx.doi.org/10.1080/14675980802531572.

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Carliner, Geoffrey. "The Language Ability of U.S. Immigrants: Assimilation and Cohort Effects." International Migration Review 34, no. 1 (2000): 158–82. http://dx.doi.org/10.1177/019791830003400107.

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This article uses data from the 1980 and 1990 U.S. Censuses of Population to examine the English language skills of natives and immigrants. It finds that lack of fluency in spoken English is rare among native-born Americans, including among the teenage and adult children of recently arrived ethnic groups. The vast majority of immigrants also speak English well. However, since the 1950s fluency among new immigrants has declined by 0.3 percentage point per year, because of the shift in source countries from English speaking countries and from continental Europe to Latin America and East Asia. Ea

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Bondy, Jennifer M., Anthony A. Peguero, and Brent E. Johnson. "The Children of Immigrants’ Academic Self-Efficacy: The Significance of Gender, Race, Ethnicity, and Segmented Assimilation." Education and Urban Society 49, no. 5 (2016): 486–517. http://dx.doi.org/10.1177/0013124516644049.

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Academic self-efficacy reflects an adolescent’s level of confidence or belief that she or he can successfully accomplish educational assignments and tasks, which are also argued to be a fundamental factor in educational progress and success. Little is known, however, about the academic self-efficacy that the children of immigrants have, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S. public schools. Segmented assimilation theory guides this study’s understanding of the children of immigrants’ acad

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Nichols, Leslie, Belinda Ha, and Vappu Tyyskä. "Canadian Immigrant Youth and the Education-Employment Nexus." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 12, no. 1 (2019): 178–99. http://dx.doi.org/10.29173/cjfy29497.

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Canada’s population of immigrant youth between the ages of 15 and 35 is approaching 3 million and growing rapidly. Youth are critical to Canada’s goal of recruiting immigrants to expand the economy, but there is insufficient information about their school and work experiences and inadequate support to ensure their successful integration into the workforce. This literature review investigates the connection between education and work for Canadian immigrant youth. It documents obstacles in the form of underfunded settlement services, lack of diversity in the school curriculum, inadequate English

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Young-Scholten, Martha. "Low-educated immigrants and the social relevance of second language acquisition research." Second Language Research 29, no. 4 (2013): 441–54. http://dx.doi.org/10.1177/0267658313491266.

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Since the 1980s’ decoupling of the formal study of second language acquisition from pedagogical concerns, the social relevance of such research has been of little concern. Early studies, in the 1970s, of uninstructed adult learners’ acquisition of morphosyntax pointed to social implications: these working class immigrants had varying levels of schooling, and it turned out that those with the least education made the slowest progress. With a shift in interest to consideration of poverty of the stimulus effects, researchers no longer needed to rely on adults who were uninstructed in the second l

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Peguero, Anthony A., Yasmiyn Irizarry, Janice A. Iwama, Jessica L. Dunning-Lozano, Jun Sung Hong, and Sanna King. "Context of Reception and School Violence: Exploring the Nexus of Immigration, Race/Ethnicity, Place, and School Crime." Sociology of Race and Ethnicity 7, no. 3 (2021): 420–49. http://dx.doi.org/10.1177/2332649220980492.

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Of course, ensuring safe environments in the U.S. educational system is paramount. It is also evident, however, inequalities associated with immigration, race/ethnicity, and situational context can impede school safety pursuits. Although prior research has revealed a pattern between “downward” assimilation and increased experiences with student-level violence and disorder for the children of racial/ethnic immigrants (i.e., first- and second-generation), investigations about school-level rates of violence and disorder associated with the context of reception remain uncertain. Our study seeks to

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Kanas, A., and F. van Tubergen. "The Impact of Origin and Host Country Schooling on the Economic Performance of Immigrants." Social Forces 88, no. 2 (2009): 893–915. http://dx.doi.org/10.1353/sof.0.0269.

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Gonzales, Roberto G., and Stephen P. Ruszczyk. "The Legal Status Divide among the Children of Immigrants." Daedalus 150, no. 2 (2021): 135–49. http://dx.doi.org/10.1162/daed_a_01851.

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Abstract Over the past thirty-five years, federal immigration policy has brightened the boundaries of the category of undocumented status. For undocumented young people who move into adulthood, the predominance of immigration status to their everyday experiences and social position has been amplified. This process of trying to continue schooling, find work, and participate in public life has become synonymous with a process of learning to be “illegal.” This essay argues that despite known variations in undocumented youths by race, place, and educational history, undocumented status has become

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Uribe, F. Medardo Tapia, Robert A. LeVine, and Sarah E. LeVine. "Maternal Education and Maternal Behaviour in Mexico: Implications for the Changing Characteristics of Mexican Immigrants to the United States." International Journal of Behavioral Development 16, no. 3 (1993): 395–408. http://dx.doi.org/10.1177/016502549301600302.

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This article summarises findings of research designed to shed light on the mechanisms by which female schooling changes atttitudes to childbearing and childrearing in Mexico. The data reported come primarily from a 1987 survey in the rural Mexican town of Tilzapotla in the state of Morelos. Subsidiary data come from a later survey in 1990 and from a survey and home observations carried out in 1983 in the urban area of Cuernavaca. Conditions of childbearing and childrearing in Tilzapotla and Cuernavaca are relevant to these issues among Mexican immigrants in the United States because these comm

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Olneck, Michael R. "What Have Immigrants Wanted from American Schools? What Do They Want Now? Historical and Contemporary Perspectives on Immigrants, Language, and American Schooling." American Journal of Education 115, no. 3 (2009): 379–406. http://dx.doi.org/10.1086/597489.

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Blaauw, Phillip, Anmar Pretorius, Christie Schoeman, and Rinie Schenck. "Explaining Migrant Wages: The Case Of Zimbabwean Day Labourers In South Africa." International Business & Economics Research Journal (IBER) 11, no. 12 (2012): 1333. http://dx.doi.org/10.19030/iber.v11i12.7413.

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There has been an increasing inflow of migrants and refugees into South Africa during the last two decades. The origin of these migrants is mainly from South Africas long-established sources of migrant workers, including countries from the Southern African Development Community. Over the last decade, African immigrants have encountered brutal manifestations of resentment at their presence in South Africa. The reasons for this are multifaceted, but one of the pertinent perceptions is that immigrants from the countrys northern borders are taking South Africans jobs. It is often claimed that casu

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Gardener, Sheena, Eleoussa Polyzoi, and Yvette Rampaul. "Individual Variables, Literacy History, and ESL Progress Among Kurdish and Bosnian Immigrants." TESL Canada Journal 14, no. 1 (1996): 01. http://dx.doi.org/10.18806/tesl.v14i1.674.

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This study examines the relationship between individual variables and ESL progress among nine Kurdish and seven Bosnian immigrants. All participants are adult refugees who arrived in Canada with virtually no English. Significant correlations are found between the dependent variables of oral and written progress and the independent variables of literacy level, years of schooling, and ethnicity. Contingency, text quality, and text quantity are also examined. Although the number of participants is small and the number of variables examined is large, it is hypothesized that in 18-21 months high li

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Isik-Ercan, Zeynep. "Third Spaces: Turkish Immigrants and Their Children at the Intersection of Identity, Schooling, and Culture." Diaspora, Indigenous, and Minority Education 8, no. 3 (2014): 127–44. http://dx.doi.org/10.1080/15595692.2014.897222.

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Cohen, Yinon, and Yitchak Haberfeld. "Second-generation Jewish immigrants in Israel: have the ethnic gaps in schooling and earnings declined?" Ethnic and Racial Studies 21, no. 3 (1998): 507–28. http://dx.doi.org/10.1080/014198798329928.

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Potts, Anthony, Nina Maadad, Marizon Yu, and Yvonne Xian-han Huang. "“My friends are there”: Constructions of schooling of children of Filipino immigrants in South Australia." Cogent Education 4, no. 1 (2017): 1412036. http://dx.doi.org/10.1080/2331186x.2017.1412036.

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Jasso, Guillermina, Douglas S. Massey, Mark R. Rosenzweig, and James P. Smith. "6: Family , Schooling , Religiosity, and Mobility among New Legal Immigrants to the United States : Evidence from the New Immigrant Survey Pilot 1." Center for Migration Studies special issues 16, no. 3 (2000): 52–81. http://dx.doi.org/10.1111/j.2050-411x.2000.tb00263.x.

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Rodríguez Izquierdo, Rosa Maria. "The Research on Intercultural Education in Spain." education policy analysis archives 17 (February 15, 2009): 4. http://dx.doi.org/10.14507/epaa.v17n4.2009.

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This paper reviews the scientific literature, both quantitative and qualitative, referred to several aspects of intercultural education in Spain from 1990 until 2008. The core themes found in the literature are the following: 1) schooling of immigrants and ethnic minorities, 2) models of intervention and educative proposals, 3) bilingual and linguistic diversity, 4) attitudes towards other cultures, and 5) intercultural citizenship and intercultural identity. Finally, it shows new open fields or gaps that are identified in the literature reviewed, and suggests ideas and strategies to strengthe

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Glick, Jennifer E., and Bryndl Hohmann-Marriott. "Academic Performance of Young Children in Immigrant Families: The Significance of Race, Ethnicity, and National Origins." International Migration Review 41, no. 2 (2007): 371–402. http://dx.doi.org/10.1111/j.1747-7379.2007.00072.x.

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Children of immigrants come from diverse backgrounds and enter school with different family migration experiences and resources. This paper addresses two basic questions: (1) to what extent does generation status exert an independent effect on early school performance net of race/panethnicity, language proficiency, and the family resources available to children as they enter formal schooling? and (2) to what extent do these broad conceptualizations of children in immigrant families mask variation by national origins? We take advantage of longitudinal data on a kindergarten cohort from the Earl

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