scholarly journals Overlooked and Underserved: Immigrant Students in U.S. Secondary Schools

2000 ◽  
Author(s):  
Jorge Ruiz-de-Velasco ◽  
Michael Fix ◽  
Beatriz Chu Clewell
Keyword(s):  
Secondary Schools ◽  
Immigrant Students

scholarly journals Adult Immigrants’ Perceptions of Career and Vocational Education and Factors Influencing Their Decision to Peruse a Vocational Programme of Study

2018 ◽  
Vol 5 (12) ◽  
pp. 5132-5139
Author(s):  
Awal Mohammed Alhassan
Keyword(s):  
Adult Learners ◽  
Secondary Schools ◽  
Immigrant Students ◽  
Academic Program ◽  
Guidance Programs ◽  
School Counsellors ◽  
Individual Decisions ◽  
Teachers And Parents ◽  
Adult Immigrants ◽  
Vocational Programme

This study was conducted with 400 students and 8 secondary school counsellors to find out factors that affect decision making of adult immigrant students from secondary schools with regard to their career and vocational study choices in Akershus county of Norway. Three sets of questionnaires were employed to gather the data. Descriptive statistics was used to analyze the data. The study revealed that the adult learners were satisfied to make individual decisions based on their personal evaluations of interests, abilities and capabilities more than any other factors such as school counsellors, teachers and parents. While the choices of vocational study of these adult learners was based on school counsellors` influence and other socioeconomic factors, academic program choices was based on self- motivation and interest. The study recommends the involvement of all stakeholders by the school counsellors to improve the implementation of career and vocational guidance programs for adults in all secondary schools.

scholarly journals Immigrant Students Navigating Canadian Schools: A Longitudinal View

2012 ◽  
Vol 29 ◽  
pp. 142 ◽  
Author(s):  
Lee Gunderson ◽  
Reginald Arthur D’Silva ◽  
Dennis Murphy Odo
Keyword(s):  
Academic Success ◽  
Secondary Schools ◽  
Postsecondary Education ◽  
Primary Education ◽  
Immigrant Students ◽  
First Language ◽  
School Mobility ◽  
Language Achievement ◽  
Educational History ◽  
Longitudinal View

Findings are presented from studies of the academic and language achievement of 1,307 young immigrant students whose educational history was traced from their arrival in Canada and entry into primary education in the early 1990s until their graduation from secondary schools. Five major findings are reported: school mobility, disappearance and dropout rates, success in provincial examinations, eligibility for postsecondary education, and ethnolinguistic differences in academic success. Findings reveal distinct differences in academic success related to immigrant class, gender, and first language (L1), whereas differences related to age on arrival (AOA) are less apparent. These and other findings are reported and described, and implications for pedagogical policy are presented.

scholarly journals TROIS REPRÉSENTATIONS RACIALISÉES À PROPOS DES ENSEIGNANTS ISSUS DE L’IMMIGRATION EN INSERTION PROFESSIONNELLE

2021 ◽  
Vol 55 (1) ◽  
pp. 176-198
Author(s):  
Claire Duchesne
Keyword(s):  
Teacher Training ◽  
Secondary Schools ◽  
Training Program ◽  
Immigrant Students ◽  
Qualitative Studies ◽  
Professional Integration ◽  
Teacher Training Program ◽  
Immigrant Teachers ◽  
Insertion Professionnelle

More and more immigrant teachers have found their place in Canadian elementary and secondary schools, notably in francophone Ontario. Some face difficulties to integrate the profession, while those who have been offered a long-term teaching contract deploy considerable efforts to transform this opportunity into a permanent position. Drawing from the results of two qualitative studies conducted with immigrant students enrolled in a teacher training program and immigrant teachers during their professional integration, this article will present the racialized representations of the victim, the foreigner, and the incompetent to which they are subjected. Explanations of and solutions to this phenomenon will also be discussed.

The Lives, Aspirations, and Needs of Refugee and Immigrant Students With Interrupted Formal Education (SIFE) in a Secondary Newcomer Program

2016 ◽  
Vol 55 (7) ◽  
pp. 1021-1044 ◽  
Author(s):  
Rabia Hos
Keyword(s):  
United States ◽  
Secondary Schools ◽  
Formal Education ◽  
Research Study ◽  
Immigrant Students ◽  
Academic Skills ◽  
The United States ◽  
Refugee Students ◽  
Interrupted Formal Education ◽  
Newcomer Program

Secondary schools in the United States have been changing with the increased arrival of refugee students with interrupted formal education (SIFE), especially at the secondary schools. Refugee SIFE are faced with barriers developing both language and academic skills. This article describes some of the findings of an ethnographic research study that was conducted in an urban secondary newcomer program with SIFE in Northeast United States. The findings suggest that the refugee SIFE were in dire need of psychological support, had many responsibilities outside of school, and had high aspirations for the future despite their limited knowledge of the U.S. educational system.

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