Second-Generation Immigrants’ Entry into Higher Education: Students’ Enrollment Choices at Different Types of Universities

The politics of integration in France which was being constructed in the late 1980s and the 1990s was researched in this article. The primary written sources used in the analysis are different types including legislation laws, analytical note, statistical and press materials. The historiographical basis of the study consisted of several works written by researchers of integration, citizenship and nationalism, whose views differ on the assessment of the model of integration. The necessity to develop a model for the politics of integration of immigrants into French society appeared in the early 1980s. The Commission was opened due to contradictions between politicians regarding the vision of integration of foreigners and second-generation immigrants and should have resolved differences on this issue. Eventually, the Commission's proposals formed the basis of the integration model, but provoked a strong public reaction in the late 1980s. Thus, the model of integration of immigrants into French society was formed in the late 1990s, which was based on the idea of citizenship. Obtaining the citizenship by the foreigner indicates the conscious transition to French nationality and access to integration institutions.

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Dealing with Hazing: Are There Different Profiles of Higher Education Students?

Asian Journal of Humanity Art and Literature ◽

10.18034/ajhal.v5i1.332 ◽

2018 ◽

Vol 5 (1) ◽

pp. 55-62

Author(s):

Osvaldo Dias Lopes Silva ◽

Suzana Nunes Caldeira ◽

Maria Mendes ◽

Susana Botelho ◽

Maria José D. Martins

Keyword(s):

Higher Education ◽

Health Sciences ◽

Statistical Techniques ◽

Education Students ◽

Scale Evaluation ◽

Behavioral Variables ◽

Different Types ◽

Portuguese Higher Education ◽

The University ◽

The Relationship

This study aims to understand the kind of relationship that students from two Portuguese higher education institutions – the Portalegre School of Health Sciences (ESSP) and the University of the Azores (UAC) – have with hazing and whether there are profiles of students associated with different types of relationship with hazing. Data were collected through the scale ‘Evaluation of Bullying Situations in Higher Education Hazing’. The findings obtained using appropriate statistical techniques, exhibit significant differences between the ESSP and the UAC, with students from the ESSP displaying a better relationship with hazing. They also showcase appreciable differences in the relationship with hazing between the ESSP and the UAC depending on personal, academic and behavioral variables. The findings finally indicate that, at each institution, the profile of students who express a better relationship with hazing differs from those who distance themselves from this ritual in terms of personal, academic and behavioral variables.

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Choices and Enrollments in French Secondary and Higher Education: Repercussions for Second-Generation Immigrants

Comparative Education Review ◽

10.1086/670729 ◽

2013 ◽

Vol 57 (3) ◽

pp. 481-502 ◽

Cited By ~ 14

Author(s):

Yaël Brinbaum ◽

Christine Guégnard

Keyword(s):

Higher Education ◽

Second Generation ◽

Second Generation Immigrants

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Multiple frames of success: how second-generation immigrants experience educational support and belonging in higher education

Higher Education ◽

10.1007/s10734-019-00447-8 ◽

2019 ◽

Vol 79 (5) ◽

pp. 921-937

Author(s):

Julia Orupabo ◽

Ida Drange ◽

Bente Abrahamsen

Keyword(s):

Higher Education ◽

Second Generation ◽

Educational Achievement ◽

Frame Of Reference ◽

Dual Frame ◽

Cultural Resources ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Second Generation Immigrants ◽

The Impact

Abstract This article explores the impact of cultural resources on success and aspirations among second-generation immigrants in higher education in Norway. We investigate whether and how cultural resources are converted into advantages in higher education. The data consist of cross-sectional survey data and in-depth interviews with Norwegian students of immigrant origin. The quantitative analysis challenges the assumption that minority students receive extra support and encouragement from their social environment to guide them through higher education. However, regarding identity, cultural resources may provide a buffer from the exclusion and risks scholars have described as common among non-immigrant working-class students in higher education. We specify how culture works through two different frames of interpreting educational achievement: (1) a dual frame of reference, i.e. comparing their achievements with the poorer conditions in their parents’ home countries fosters optimism and (2) a single frame of reference, i.e. comparing their achievements with their peers with ethnic majority background in Norway fosters pessimism. Yet, both frames generate high educational commitment. Whilst the first enables the students to view their place in higher education as almost given, the second enables the students to work harder in order to prove themselves and combat under-expectations.

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