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Journal articles on the topic 'Native-born students'

Author: Grafiati

Published: 25 June 2021

Last updated: 29 July 2025

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1

Silveira, Florencia, Mikaela J. Dufur, Jonathan A. Jarvis, and Kristie J. Rowley. "The Influence of Foreign-born Population on Immigrant and Native-born Students’ Academic Achievement." Socius: Sociological Research for a Dynamic World 5 (January 2019): 237802311984525. http://dx.doi.org/10.1177/2378023119845252.

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With recent increases in international migration, some political and academic narratives argue for limiting migration because of possible negative effects on the host country. Among other outcomes, these groups argue that immigrant students have an impact on education, negatively affecting native-born students’ academic performance. The authors contextualize the relationship between immigrant status and academic achievement by considering a macro social setting: country-level foreign-born population. The authors examine achievement from the 2015 Programme for International Student Assessment i

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Conger, Dylan, Amy Ellen Schwartz, and Leanna Stiefel. "Immigrant and Native-Born Differences in School Stability and Special Education: Evidence from New York City." International Migration Review 41, no. 2 (2007): 403–32. http://dx.doi.org/10.1111/j.1747-7379.2007.00073.x.

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Using the literature on achievement differences as a framework and motivation, along with data on New York City students, we examine nativity differences in students' rates of attendance, school mobility, school system exit, and special education participation. The results indicate that, holding demographic and school characteristics constant, foreign-born have higher attendance rates and lower rates of participation in special education than native-born. Among first graders, immigrants are also more likely to transfer schools and exit the school system between years than native-born, yet the

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Schwartz, Amy Ellen, and Leanna Stiefel. "Is There a Nativity Gap? New Evidence on the Academic Performance of Immigrant Students." Education Finance and Policy 1, no. 1 (2006): 17–49. http://dx.doi.org/10.1162/edfp.2006.1.1.17.

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Public schools across the United States are educating an increasing number and diversity of immigrant students. Unfortunately, little is known about their performance relative to native-born students and the extent to which the “nativity gap” might be explained by school and demographic characteristics. This article takes a step toward filling that void using data from New York City where 17 percent of elementary and middle school students are immigrants. We explore disparities in performance between foreign-born and native-born students on reading and math tests in three ways—using levels (un

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Louie, Vivian, and Jennifer Holdaway. "Catholic Schools and Immigrant Students: A New Generation." Teachers College Record: The Voice of Scholarship in Education 111, no. 3 (2009): 783–816. http://dx.doi.org/10.1177/016146810911100302.

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Background/Context This article considers the role of Catholic schools, an institution born of the adaptation of previous immigrant waves, in the education of new immigrants and their native-born counterparts. The new immigrants enter a landscape in which education plays a much bigger role than it did for their predecessors and yet faces many challenges. Public schools, particularly in urban centers, struggle with financial difficulties and new standards of accountability. Although scholars and the media have praised Catholic schools for performing better than public schools in promoting acade

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Hamilton, Hayley A., Akwasi Owusu-Bempah, Angela Boak, and Robert E. Mann. "Ethnoracial differences in cannabis use among native-born and foreign-born high school students in Ontario." Journal of Ethnicity in Substance Abuse 17, no. 2 (2017): 123–34. http://dx.doi.org/10.1080/15332640.2017.1312655.

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Carrasco-Garrido, Pilar, Dania Rocío Díaz Rodríguez, Isabel Jiménez-Trujillo, Valentín Hernández-Barrera, Lidiane Lima Florencio, and Domingo Palacios-Ceña. "Nonmedical Use of Benzodiazepines among Immigrant and Native-Born Adolescents in Spain: National Trends and Related Factors." International Journal of Environmental Research and Public Health 18, no. 3 (2021): 1171. http://dx.doi.org/10.3390/ijerph18031171.

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Background: the nonmedical use of prescribed medications among adolescents has increased significantly in recent years. We aimed to identify the patterns of benzodiazepine nonmedical use and its evolution during the decade 2006–2016 among immigrant and native-born adolescent populations. Methods: we used individualized secondary data retrieved from the 2006–2016 Spanish State Survey on Drug Use in Secondary Education (ESTUDES) of the school-aged population. Using logistic multivariate regression models, we estimated the independent effect of each of these variables on nonmedical use. Two model

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Chachashvili-Bolotin, Svetlana, Sabina Lissitsa, Yossi Shavit, and Hanna Ayalon. "The Short Term Effects of Immigrant Students on the Educational Achievements of Native-Born Students." International Migration 54, no. 5 (2016): 150–61. http://dx.doi.org/10.1111/imig.12233.

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Reyes, Alicia Nani, та Sarah Victoria Kahilo Hanakahi Kahalewai Ke Keller. "The Kāhea to Return Home: Diasporic Kānaka ʻŌiwi and Higher Education". JCSCORE 10, № 1 (2024): 130–40. http://dx.doi.org/10.15763/issn.2642-2387.2024.10.1.130-140.

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This paper explores the perspectives of two Kānaka ʻŌiwi wāhine (Native Hawaiian women) born and raised in the diaspora and their journeys in navigating their way back home to Hawaiʻi. The modern usage of the term diaspora, in the context of Kānaka ʻŌiwi, is used to describe Native Hawaiians who were born or who have spent significant time outside of Hawaiʻi. However, from a Hawaiian worldview, our kūpuna (ancestors) made us Kānaka ʻŌiwi. We share our stories of being born and raised in the diaspora and what that meant for us as Kānaka ʻŌiwi. In telling our story, we center our shared experien

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Obinna, Denise N. "A study of academic performance by immigrant generation with an emphasis on the black immigrant experience." International Journal of Sociology and Social Policy 36, no. 1/2 (2016): 18–35. http://dx.doi.org/10.1108/ijssp-02-2015-0026.

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Purpose – Instead of identifying them as a single monolithic group, the purpose of this paper is to evaluate whether the academic performance of black immigrants differs from African Americans as well as Asian and Hispanic students of comparable immigrant generation. By identifying how well black immigrant students perform on standardized tests, grade point averages (GPA) and college enrollment, this study proposes a more comprehensive look into this growing immigrant group. Design/methodology/approach – The research uses a data from the Educational Longitudinal Survey of high school sophomore

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Cobb-Clark, Deborah A., Mathias Sinning, and Steven Stillman. "Migrant Youths’ Educational Achievement." ANNALS of the American Academy of Political and Social Science 643, no. 1 (2012): 18–45. http://dx.doi.org/10.1177/0002716212440786.

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The authors use 2009 Programme for International Student Assessment (PISA) data to link institutional arrangements in OECD countries’ to disparities in reading, math, and science test scores for migrant and native-born students. The authors find that achievement gaps are larger for migrant youths who arrive at older ages and for those who do not speak the language of the PISA test at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migra

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Eisenchlas, Susana A., and Chiharu Tsurutani. "You sound attractive! Perceptions of accented English in a multilingual environment." Australian Review of Applied Linguistics 34, no. 2 (2011): 216–36. http://dx.doi.org/10.1075/aral.34.2.05eis.

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Sociolinguistic research on attitudes towards language has revealed that native speakers of English are drawn towards those who share their native accent and respond cautiously, perhaps negatively, towards those speaking in ‘accented’ English (Lambert, Hodgson, Gardner & Fillenbaum, 1960; Rubin, 1992). These perceptions greatly disadvantage migrants in competitive job and educational markets. This study investigated perceptions held by Australian university students learning foreign languages towards lecturers with non-standard English accents. The investigators used a modified matched-gui

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Kirui, David K., and Grace Kao. "Does generational status matter in college? Expectations and academic performance among second-generation college students in the US." Ethnicities 18, no. 4 (2018): 571–602. http://dx.doi.org/10.1177/1468796818777542.

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Using the 2004–2009 wave of the Beginning Postsecondary Students Longitudinal Study, a nationally representative sample of students who enroll in college in 2004, we examine generational differences in the relationship between educational expectations, academic achievement, and college persistence among native-born and immigrant youth in the United States. Using the theory of immigrant optimism, which has primarily focused on high school youth, we examine whether immigrant parents provide children an advantage in completing their college degrees. Our analyses suggest that students who have at

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Adalta, Febri Aini, and Safnil Arsyad. "Native-Speakerism Ideology Among EFL Students in English Language Learning and Teaching: A Survey Study." Journal of English for Specific Purposes in Indonesia 2, no. 2 (2023): 108–14. http://dx.doi.org/10.33369/espindonesia.v2i2.28051.

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Native speakerism is an ideology in which people believe that real and correct English comes from the people who were born in Europe and use English as their mother tongue. This point of view may have an impact on "native speakers" and "foreign speakers"' professional life in English language teaching (ELT), particularly in Indonesia. This research aims to know how this ideology affects the Indonesian EFL students' perceptions of "native-speaker" and "non-native speaker" that refer to the educators. A quantitative descriptive method was chosen for this research to find out the perception of EF

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Zhang, Jie. "Snakes and Ladders: The Impact of Tracking on the Possibility of Attending Higher Education for Second-Generation Migrants and Native Students in France and Germany." Journal of Education, Teaching and Social Studies 5, no. 4 (2023): p40. http://dx.doi.org/10.22158/jetss.v5n4p40.

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Second-generation migrants comprise a large proportion in Europe, but recent research has figured out that their educational achievement has considerable gaps between that of their native-born counterparts. This paper chose France and Germany as examples to compare their educational systems, particularly on the tracking system and its impact on the accessibility of tertiary education for second-generation migrants and native-born students, with the application of Contrast of Context and cultural reproduction theory, then it figures out that the tracking system influences the possibility of ent

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Killias, Martin, and Anastasiia Lukash. "Migration, not migrants, is the problem: Delinquency among migrants and non-migrants in Switzerland and ex-Yugoslavia." European Journal of Criminology 17, no. 6 (2019): 896–917. http://dx.doi.org/10.1177/1477370819828329.

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The nexus between migration and crime has been studied over nearly a century across many countries from all continents. Research has concentrated on comparisons of migrants (or their offspring) with natives. Comparisons between migrants and comparable samples from their countries of origin have not been undertaken so far, however, because data were usually limited to the host country. The International Self-Reported Delinquency Study (ISRD-3, Enzmann et al., 2018) allows this gap to be overcome. In Switzerland, with its large immigrant minority – one student in two has roots in a foreign count

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Warikoo, Natasha. "What Meritocracy Means to its Winners: Admissions, Race, and Inequality at Elite Universities in the United States and Britain." Social Sciences 7, no. 8 (2018): 131. http://dx.doi.org/10.3390/socsci7080131.

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How do winners of processes of meritocracy make sense of those processes, especially in the face of forceful public critiques of their unequal outcomes? In this paper I analyze the meaning-making with respect to merit in university admissions of White, native-born undergraduates attending elite American and British universities. I find that United States students support the “calibration” of evaluations of merit, and emphasize evaluations of applicants’ contributions to the “collective merit” of their university cohorts. British students espouse a universalist, individualist understanding of m

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LÓpez, Linda C., Virginia V. SÁnchez, and Minami Hamilton. "Immigrant and Native-Born Mexican-American Parents' Involvement in a Public School: A Preliminary Study." Psychological Reports 86, no. 2 (2000): 521–25. http://dx.doi.org/10.2466/pr0.2000.86.2.521.

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Mexican-American parents of Texas elementary school students were surveyed to compare the types of school involvement in which immigrant and U.S.-born parents engage. Those completing the questionnaire included 246 mothers and 39 fathers born in Mexico as well as 95 mothers and 13 fathers born in the United States. More immigrant parents than U.S.-born parents indicated they helped their children with school work, attended school board meetings, volunteered at school, participated in parent-teacher conferences, went to school functions, served as room mother, engaged in school fundraising, and

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Cebolla-Boado, Héctor, and Mariña Fernández-Reino. "Migrant Concentration in Schools and Students’ Performance: Does It Matter When Migrants Speak the Same Language as Nonmigrant Students?" American Behavioral Scientist 65, no. 9 (2021): 1206–21. http://dx.doi.org/10.1177/0002764221996776.

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A negative correlation between schools’ migrant share and students’ educational outcomes has been described in multiple contexts, including Spain. In this article, we concentrate on testing the implications of one of the main mechanisms explaining this relationship, which pays attention to the share of migrants who are not proficient in the language of instruction. Spain represents an interesting case due to the significant presence of migrants born in Latin American countries, who are Spanish native speakers. By exploiting the different shares of Spanish-speaking and non-Spanish-speaking migr

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Oh, Sung Bae, and Yoo Jung Lee. "Analysis of the Perceptions of Teachers and Field Experts on Career Resilience of Migrant Youth by Migration Types." Korean Human Resource Development Strategy Institute 17, no. 2 (2022): 75–95. http://dx.doi.org/10.21329/khrd.2022.17.2.75.

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The purpose of this study was to measure the career resilience of youth with a migrant background by the types of migration and to provide basic data for the career education of migrant youth. For this, the researchers recruited 58 teachers and experts that have experience in teaching non-migrant students and migrant students and conducted questionnaires to derive results. The results are as follows: First, the level of component factors and sub-variables of career resilience were significantly lower in the order of non-migrant youth, native-born youth with a migrant background, and immigrant

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Filomeno, Felipe A., and Christopher Brown. "Immigrant students and global education." Journal of Global Education and Research 6, no. 2 (2022): 166–80. http://dx.doi.org/10.5038/2577-509x.6.2.1183.

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Research on immigrant students in higher education often articulates a deficit narrative emphasizing the challenges immigrant students face in comparison to their native-born peers. In education for global competence, however, immigrant students’ life experiences give them a potential advantage. This study investigated whether project-based learning designed to take advantage of immigrant students’ intercultural life experiences could contribute to the development of global competence among undergraduate students. Developing and teaching a collaborative, project-based course where undergraduat

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Capers, K. Jurée, and Candis W. Smith. "Race, Ethnicity, and Immigration: Assessing the Link between Passive and Active Representation for Foreign-Born Clients." Journal of Public Administration Research and Theory 31, no. 4 (2021): 704–22. http://dx.doi.org/10.1093/jopart/muab009.

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Abstract Representative bureaucracy scholars contend that clients are likely to experience greater benefits and more positive policy outcomes from public agencies when bureaucrats share salient demographic characteristics. Despite the large body of evidence that shows a link between passive and active representation, much of the extant representative bureaucracy literature rests on an assumption of group homogeneity. However, racial groups have a great deal of heterogeneity among them, particularly due to immigration patterns. One-fifth of Black Americans have ties to some other country, thus

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Suša, Dalia. "Digital Immigrants and Digital Natives: Learning Business Informatics at Higher Educational Level." Business Systems Research Journal 5, no. 2 (2014): 84–96. http://dx.doi.org/10.2478/bsrj-2014-0012.

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AbstractBackground: The term digital natives refer to those born since the 1980s and have been growing up surrounded by technology. On the other hand, digital immigrants are born before 1980s and learned how to use technology later in life. Objectives: Goal of the paper is to explore attitudes of digital native students on the course of Business Informatics at higher educational institutions (HEIs), and to compare them with attitudes of digital immigrants. Methods/Approach: The survey was conducted in 2014 using the sample of first-year Business Informatics students from the Faculty of Economi

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Schwartz, Amy Ellen, and Leanna Stiefel. "Immigrants and the Distribution of Resources Within an Urban School District." Educational Evaluation and Policy Analysis 26, no. 4 (2004): 303–27. http://dx.doi.org/10.3102/01623737026004303.

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In New York City, where almost 14% of elementary school pupils are foreign-born and roughly half of these are “recent immigrants,” the impact of immigrant students on school resources may be important. While immigrant advocates worry about inequitable treatment of immigrant students, others worry that immigrants drain resources from native-born students. In this article, we explore the variation in school resources and the relationship to the representation of immigrant students. To what extent are variations in school resources explained by the presence of immigrants per se rather than by dif

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Greenberg, Liron, Julie Cwikel, and Julia Mirsky. "Cultural correlates of eating attitudes: A comparison between native-born and immigrant university students in Israel." International Journal of Eating Disorders 40, no. 1 (2006): 51–58. http://dx.doi.org/10.1002/eat.20313.

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Rich Madsen, Katrine, Tine Tjørnhøj-Thomsen, Signe Smith Jervelund, Pamela Qualter, and Bjørn E. Holstein. "Lonely, but Not Alone: Qualitative Study among Immigrant and Native-Born Adolescents." International Journal of Environmental Research and Public Health 18, no. 21 (2021): 11425. http://dx.doi.org/10.3390/ijerph182111425.

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This paper explores loneliness as it is understood and experienced by adolescents, with a special focus on the importance of their migration status. We recruited students from five schools following a maximum variation sampling scheme, and we conducted 15 semi-structured, individual interviews with eighth-grade adolescents (aged 14–15 years) that were immigrants, descendants, and with a Danish majority background. A thematic analysis was applied with a special focus on differences and similarities in understanding and experiencing loneliness between adolescents with diverse migration status. T

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Lee, Eun Ju, and Je Hak Kim. "Considerations for Improving Reciprocal Multicultural Citizenship Education: Focusing on the Comparative Analysis of the Establishment Processes of Multicultural Societies in Korean and Japanese Societies." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 12 (2025): 449–64. https://doi.org/10.22251/jlcci.2025.25.12.449.

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Objectives This study aims to explore ways to improve reciprocal multicultural citizenship education as South Korean society fully transitions into a multicultural society. The study emphasizes the necessity of designing edu cational programs to enhance global citizenship awareness in response to the increasing diversity in Korean society. Methods To achieve this, a qualitative case study was conducted to analyze the transition processes of multi cultural societies and the evolution of multicultural education in South Korea and Japan. Additionally, a non-struc tured perception survey was admin

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Conchas, Gilberto. "Structuring Failure and Success: Understanding the Variability in Latino School Engagement." Harvard Educational Review 71, no. 3 (2001): 475–505. http://dx.doi.org/10.17763/haer.71.3.280w814v1603473k.

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Why do some low-income immigrant and native-born Latino students do well in school while others do not? Why are low-income Latino students less successful in school than their White peers? What are the effects of institutional mechanisms on low-income Latino school engagement? For the past two decades, the most persuasive answers to these questions have been advanced by the cultural-ecologists, who suggest that differences in academic achievement by race result from minority groups' perceptions of the limited opportunity structure. However, variations within the Latino student population remai

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Wagaman, Bailey, Emalee Kerr, Reilly Branch, and Steven L. Berman. "Identity Distress among Immigrant Students during COVID-19." Societies 12, no. 2 (2022): 29. http://dx.doi.org/10.3390/soc12020029.

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The process of identity formation is complex for many; however, for immigrant populations experiencing acculturation and acculturative stress, the process may be particularly difficult. The current study examined the impact of immigration, acculturation, social support, and acculturative stress on identity formation and identity distress during the added stress of COVID-19. Late-adolescent college students from large enrollment psychology courses completed an anonymous online survey battery for course credit (N = 462). Results indicate that identity distress was higher among first-generation i

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Hilburn, Jeremy. "Asset-Based Civics for, With, and by Immigrant Students: Three Sites of Enriched Teaching and Learning for Immigrant and Native-Born Students." Theory & Research in Social Education 43, no. 3 (2015): 372–404. http://dx.doi.org/10.1080/00933104.2015.1064843.

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Leo, Aaron. "Success and Failure in the “Land of Opportunities”: How Social Class Informs Educational Attitudes Among Newcomer Immigrants and Refugees." American Educational Research Journal 57, no. 4 (2019): 1567–91. http://dx.doi.org/10.3102/0002831219876596.

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Despite the wide-ranging scholarship on the educational attitudes held by native-born members of the middle and working class, few researchers have examined the impact of class on the attitudes of new arrivals. This article addresses this gap using data gathered through an ethnographic study conducted among 30 newly arrived refugee and immigrant youth from varying class backgrounds. Although all the students expressed high aspirations, those from a middle-class background were more likely to view academic performance in individualistic terms than their working- and lower-class peers, who were

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Neto, Félix. "Subjective Well-Being of Angolan Students in Portugal." Journal of Studies in International Education 24, no. 4 (2019): 456–73. http://dx.doi.org/10.1177/1028315319861353.

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This study examined the subjective well-being (SWB) of international students. International students represent one of the biggest and most relevant sojourners groups. The sample included 204 Angolan international students who attended Portuguese universities and a control group of native-born Portuguese students. Using quantitative survey research methods, the relative strengths of demographic, acculturation, and sociocultural adaptation factors in predicting two indicators of SWB (overall well-being and academic satisfaction) were explored. Angolan students revealed lower levels of well-bein

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Widyaningrum, Agnes, and Vinna Octavia. "TEACHING ALPAHBET FOR NON NATIVE ENGLISH LEARNERS: A CASE STUDY OF FIRST GRADERS." Dinamika Bahasa dan Budaya 14, no. 2 (2019): 27–32. http://dx.doi.org/10.35315/bb.v14i2.7475.

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Non-native English learners need time to learn English language since they just heard without knowing how to pronounce it correctly. This condition occurs in common Primary Schools because the students do not have foreign language background, at school as well as at home. The hidden curriculum focusing on students’ soft skills are not well administered as the school managements think that what they have to do in running the academic atmosphere is teaching well for their students. The first step in teaching English for young learners especially those who are non-native English learners is intro

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Rao, Zhenhui. "Reconciling Communicative Approaches to the Teaching of English with Traditional Chinese Methods." Research in the Teaching of English 30, no. 4 (1996): 458–71. http://dx.doi.org/10.58680/rte199615304.

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Chinese students experience many difficulties in developing communicative competence in English in their English as a Foreign Language (EFL) courses in China. This essay provides cultural information that may be useful for researchers and American EFL teachers of Chinese-born students, in Chinese or American universities. It first reviews the pedagogical approaches used by native Chinese-speaking teachers of English in an educational environment grounded in Confucian precepts for teaching, learning, and educational roles and responsibilities. It suggests that many of the limitations on Chinese

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G. Chumarova, Lyubov, Evgeniya A. Belyayeva, and Rezida. "EDUCATIONAL VALUE OF TOPONYMICAL DICTIONARIES IN TEACHING FOREIGN LANGUAGE." Humanities & Social Sciences Reviews 7, no. 6 (2019): 20–23. http://dx.doi.org/10.18510/hssr.2019.765.

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Purpose of the study: This article is about the experience of using toponymical dictionaries in the process of developing communicative skills of the students at undergraduate level. Methodology: The authors use toponymical dictionaries of the native language and of the learning foreign language as valuable sources in their work. According to our experience, the toponymical dictionaries help to motivate students for self-study, to find interesting information about their native places where they were born and grew up and about the English-speaking countries. Students research the names o

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Cavioni, Valeria, Elisabetta Conte, and Veronica Ornaghi. "Psychological and Educational Challenges of Immigrant Adolescents in Italy: Exploring Mental Health, Life Satisfaction, Student–Teacher Relationship, and Academic Disparities." Adolescents 4, no. 4 (2024): 545–59. https://doi.org/10.3390/adolescents4040038.

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Adolescence is a critical stage marked by identity formation and social challenges, especially for adolescents with migratory backgrounds who must reconcile their ethnic identities with the dominant culture. This study explores the mental health, life satisfaction, student–teacher relationship, and academic achievement of Italian-born, second-generation, and first-generation immigrants. The sample of 680 adolescents (M = 382; F = 280; Prefer not to say = 18; Mean age = 16.77 years) includes native-born Italians (n = 244), second-generation immigrants (n = 210), and first-generation immigrants

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Froehlich, Laura, Sarah E. Martiny, Kay Deaux, and Sog Yee Mok. "“It’s Their Responsibility, Not Ours”." Social Psychology 47, no. 2 (2016): 74–86. http://dx.doi.org/10.1027/1864-9335/a000260.

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Abstract. In many countries, there is a gap in academic performance between native-born students and students with certain immigrant backgrounds. Based on ultimate attribution error theory, we examined the stereotypes and causal attributions that German student teachers use to account for immigrants’ underperformance. By including both Turkish-origin and Italian-origin migrants, we assessed whether these judgments are group-specific. A pilot study (N = 70) showed that Turkish-origin migrants were viewed more negatively than either Germans or Italian-origin migrants. Studies 1 (N = 65) and 2 (N

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Artemyeva, Tamara V., and Oleg I. Pechnikov. "On the Issue of Teaching Creative Writing to the Primary School Students." Development of education 4, no. 3 (2021): 15–20. http://dx.doi.org/10.31483/r-99423.

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The purpose of the article is to determine the importance of teaching creative writing to younger schoolchildren. The urgency of the problem of teaching creative writing in the native Chuvash language is due to the need for the formation of text competencies in younger schoolchildren, the lack of formation of their native writing skills, especially creative writing. Material and methods of research. The main research methods were the study of literature, the analysis of teachers 'difficulties and errors in the students' works. A brief history of the issue is considered: the ideas of developing

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Parker, Jerry. "Multicultural Education as a Framework for Educating English Language Learners." International Journal of Multidisciplinary Perspectives in Higher Education 4, no. 1 (2019): 22–35. http://dx.doi.org/10.32674/jimphe.v4i1.1404.

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This article discusses the value of multicultural education as a framework for guiding the teaching and learning process in post-secondary education. The focus centers on English Language Learners in the United States throughout all disciplines. An analysis of the five dimensions of Critical Multicultural Education (Banks, 2019) is given along with further commentary on key areas of focus to best guide both English Language Learners and native-born students to a better understanding of the course content and each other. The ideas from this article serve as a starting place for faculty members

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HERMAWAN, ANTON. "HARAPAN DIGITAL NATIVE TERHADAP PERPUSTAKAAN MASA DEPAN PADA PERGURUAN TINGGI." Jurnal Ilmiah Widya Sosiopolitika 2, no. 1 (2020): 30. http://dx.doi.org/10.24843/jiwsp.2020.v02.i01.p04.

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In the last ten years the development of information technology is so fast, this is marked by the increasingly sophisticated communication devices and the increasing use of applications. The generation that was born at the start of the transition of technology is certainly a generation that is "lucky" because of the convenience obtained from the impact of technological developments that occur. This generation is known as digital native, where they tend to multitask, network, like interactive connections, etc. At present the native digital generation is also part of the college library. From ob

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Fatin Syahirah, Futhri Raudhatul Kabry, Geniza Aidilla Syuaira, Naffa Qaila Dalimunthe, Said Hasian Simanjuntak, and Inom Nasution. "Peran Guru Dalam Meningkatkan Motivasi Belajar Siswa Di Era Digital." Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan 2, no. 4 (2023): 222–32. http://dx.doi.org/10.58192/sidu.v2i4.1574.

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This research explores the dynamics of teaching and learning in the Digital Era, making a significant contribution to discussions regarding the position of education in facing changing times and the digital era. Through literature research, it was found that learning in the digital era has unique characteristics, especially because today's students are the digital native generation. They were born, grew, and developed in a digital environment, creating differences in the way they obtain information compared to previous generations. Therefore, teachers, as partners in the learning process, need

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Alm Fjellborg, Andreas, and Lena Molin. "Vilka typer av uppgifter gynnar elever som följer kursplanen i svenska som andraspråk? En undersökning med data från de nationella proven i geografi." Acta Didactica Norge 12, no. 4 (2018): 5. http://dx.doi.org/10.5617/adno.6286.

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Elever med utländsk bakgrund tenderar att prestera sämre än svenskfödda elever i skolan primärt på grund av sämre kunskaper i det svenska språket. Utifrån statistisk analys (Differential item functioning) identifieras uppgifter från de nationella proven i geografi (2014 – 2017) där elever som följer kursplanen i svenska som andraspråk klarar sig avsevärt mycket bättre - eller sämre - än förväntat. Tidigare forskning har visat att geografiska begrepp är särskilt svåra för elever som inte har svenska som modersmål, vilket också påvisas i denna studie. Den visar att det särskilt är uppgifter med

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Urano, Sachi, Tomo Kawane, Sakiko Kanbara, and Rajib Shaw. "Immersive learning based on an attempt at global cultural exchange." Social Work and Social Welfare 4, no. 1 (2022): 206–15. http://dx.doi.org/10.25082/swsw.2022.01.005.

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The development of information networks has given people the freedom of choice and the ability to mutate and adapt on their own. Today's upper elementary school students to college students (born in the late mid-1990s to early 2010s) are the first digital native generation, known as “Generation Z” (shortly known as Gen Z). A review of immersion education shows lack of case study approach, and therefore, in this paper, through specific global collaborative programs of culture exchange between India and Japan, new forms of immersive education are proposed for Generation Z. Through collaborative

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CANDEMİR ÖZKAN, Cansu, and Füsun SARAÇ. "Language Use of Bilingual Young People: Case of Germany and France." Turkophone 10, no. 3 (2023): 217–26. http://dx.doi.org/10.55246/turkophone.1293215.

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Starting from the second half of the 20th century, Turkish people who had to migrate to European countries due to the need for labor force in Europe, gradually settled in these countries through family reunification. Today, fourth-generation Turkish people are born and raised, educated, and integrated into the working life in these lands. The generations that grow up in a bilingual and double culture environment are exposed to both languages and cultures in their daily lives. In this study, the language use and native language skills of 9 university students from the third and fourth generatio

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Liu, Zhen, and Michael J. White. "Education Outcomes of Immigrant Youth: The Role of Parental Engagement." ANNALS of the American Academy of Political and Social Science 674, no. 1 (2017): 27–58. http://dx.doi.org/10.1177/0002716217730009.

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Using the 2009 to 2012 waves of the High School Longitudinal Survey, this article examines the role of parental engagement in academic achievement in the United States. Specifically, we examine the influence of parental engagement while also investigating the academic trajectories of racial/ethnic and immigrant groups, controlling for other standard factors. Results suggest that the progression of students’ academic performance varies substantially by race/ethnicity and by immigrant generational status. After controlling for ninth-grade test scores and family and other school-level characteris

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Reid, Lisa, Didy Button, and Mark Brommeyer. "Challenging the Myth of the Digital Native: A Narrative Review." Nursing Reports 13, no. 2 (2023): 573–600. http://dx.doi.org/10.3390/nursrep13020052.

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Background and Aims: Nurses are increasingly engaging with digital technologies to enhance safe, evidence-based patient care. Digital literacy is now considered a foundational skill and an integral requirement for lifelong learning, and includes the ability to search efficiently, critique information and recognise the inherent risk of bias in information sources. However, at many universities, digital literacy is assumed. In part, this can be linked to the concept of the Digital Native, a term first coined in 2001 by the US author Marc Prensky to describe young people born after 1980 who have

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Hernandez, Donald J., Nancy A. Denton, and Suzanne Macartney. "School-Age Children in Immigrant Families: Challenges and Opportunities for America's Schools." Teachers College Record: The Voice of Scholarship in Education 111, no. 3 (2009): 616–58. http://dx.doi.org/10.1177/016146810911100306.

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Background/Context By the year 2030, when the baby boom generation born between 1946 and 1964 will be in the retirement ages, 72% of the elderly will be non-Hispanic Whites, compared with 56% for working-age adults, and 50% for children. As the predominantly White baby boomers reach retirement, they will increasingly depend for economic support on the productive activities and civic participation of working-age adults who are members of racial and ethnic minorities and, in many cases, children of immigrants. To prepare these young people for lives as productive workers and engaged citizens, we

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Antara, Freddy, and Ardipal. "Development of Learning Media for the Digital Native Generation." Research and Innovation in Social Science Education Journal (RISSEJ) 2, no. 2 (2025): 127–32. https://doi.org/10.30595/rissej.v2i2.166.

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Digital Native is someone who was born in the 21st century, where the role of technology cannot be separated from his daily life, as well as in learning the art of music composition, the presence of the Score Creator application greatly assists the teacher's role both in conveying music material, analyzing music to creating a work of musical composition. Apart from that professional teachers are also required to develop an ideal learning model that is appropriate to the era, so that the classic problems that are often found by teachers in learning will be greatly assisted. This study aims to d

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Wahidah, Andina Nurul, and Syarifah Qutratun Nada. "The Effect of Limitation on Smartphone Use in SDIT Al Madinah." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 2, no. 3 (2019): 97. http://dx.doi.org/10.26418/jp2d.v2i3.87.

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Addiction to gadgets in children is one of the main concerns of the government in Indonesia today. Children belonging to the Alfa generation (born in 2010 and above) are also called digital native communities who have been born face to face with the digital world that has so developed. The application of the rules on limiting the use of smartphone should continue to be promoted since the elementary school level. The method used in this research is qualitative with the type of case study research. The study was conducted in the Al Madinah Integrated Islamic Elementary School (SDIT), which is lo

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Pithaloka, Dyah, and Cutra Aslinda. "SELF-CONCEPT OF MINANGNESE STUDENTS IN PEKANBARU." Profetik: Jurnal Komunikasi 13, no. 2 (2020): 242. http://dx.doi.org/10.14421/pjk.v13i2.1947.

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Pekanbaru is the capital city of Riau Province in Indonesia which is known for its progressive trading that made it into a multi-ethnic city. Accordingly, the most ethnic group in Pekanbaru city is the Minangkabau with 40.96% of the total population, followed by Malays who are the native of Riau province, then Javanese, Batak, and Chinese. There is an interesting phenomenon related to youth self-concept from Minangkabau (Minang) as the majority tribe who don’t acknowledge themselves as Minangnese when they interacting with their peers from across tribes. In that situation, they choose to call

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Haenni, Hoti Andrea, Christine Wolfgramm, Marianne Müller, Sybille Heinzmann, and Alois Buholzer. "Immigrant students and their teachers – exploring various constellations of acculturation orientations and their impact on school adjustment." Intercultural Education 30, no. 5 (2019): 478–94. https://doi.org/10.5281/zenodo.5036978.

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<em>This is an Accepted Manuscript of an article published by Taylor & Francis in "Intercultural Education" on 30.05.2019, available online: </em>https://www.tandfonline.com/doi/full/10.1080/14675986.2019.1586214 The present study examined what impact various constellations of acculturation orientations of immigrant students and their teachers have on the students' school adjustment. For this purpose, the study analysed the acculturation orientations of 1106 5th graders and their class teachers in Switzerland. Using multiple regression analysis, we found that immigrant s

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