Immigrant status and the social returns to academic achievement in adolescence

In this article, we outline the necessary action steps for schools to improve the achievement of bilingual students. We review, summarize, and utilize the pertinent scholarly literature to make suggestions for school-wide, collaborative efforts to support the achievement of bilingual learners through linguistically responsive pedagogy and practice. Our research-based recommendations include the need for school actors to negotiate language policy and mandates, lay the necessary ideological foundations, build effective school structures and systems, and foster meaningful collaboration with families and communities. When teachers, administrators, counselors, families, and community members work together, schools can improve to promote the social, cultural, linguistic, and academic achievement of bilingual students.

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Changing the Pattern: Reclaiming History, Constructing Herstory in Margaret Atwood’s Alias Grace

Folia linguistica et litteraria ◽

10.31902/fll.26.2019.10 ◽

2019 ◽

pp. 107-122

Author(s):

Ana Sentov

Keyword(s):

Working Class ◽

Social Order ◽

Medical Profession ◽

Social Structures ◽

Immigrant Status ◽

Relevant Today ◽

The Social ◽

Female Protagonist ◽

The Media ◽

The Church

This paper will examine how Grace Marks, the female protagonist/narrator of Alias Grace (1996), reclaims her history, which is comprised of many different, often contradictory stories of her life and the crime for which she is imprisoned. These stories reflect the dominant discourse of a conservative male-dominated society, in which Grace is an outsider, due to her gender, class, age, and immigrant status. The law, the medical profession, the church, and the media all see Grace as a disruptive element: a woman who committed or assisted in a murder, a lunatic and/or a member of the working class who dared disturb the social order. Grace is revealed not as a passive victim, an object to be acted upon, but as an agent capable of reclaiming history and constructing herstory, challenging and defying the expectations of dominant social structures. The paper will show that Alias Grace, as a novel giving voice to the marginalized and the silenced, stands as a compelling work that examines and provides insights into the position of women and its changes over the course of history, provoking a discourse that remains relevant today

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The Economics and Management of Non-Traditional Trademarks

The Protection of Non-Traditional Trademarks ◽

10.1093/oso/9780198826576.003.0014 ◽

2018 ◽

pp. 257-270 ◽

Cited By ~ 1

Author(s):

Carolina Castaldi

Keyword(s):

Empirical Analysis ◽

The Social ◽

Social Returns ◽

Different Types ◽

Using Data ◽

Economic Studies

Economists have largely neglected the phenomenon of NTTMs and its consequences for society so far, partly because of their limited interest in the social returns of trademarks in general. After reviewing the handful of economic studies on this matter, I present a first systematic empirical analysis of the extent of NTTM filings, with a focus on the number of filings, their nature, and the actors behind those filings. Using data from the USPTO, I find that NTTMs are steadily increasing, they are filed by very different types of firms, but they remain a relative small phenomenon, as compared to all trademark filings. I conclude by discussing avenues for further research.

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The social returns to education

Human Capital ◽

10.1017/cbo9780511493416.003 ◽

2009 ◽

pp. 21-37 ◽

Cited By ~ 4

Author(s):

Mikael Lindahl ◽

Erik Canton

Keyword(s):

Returns To Education ◽

The Social ◽

Social Returns

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Introduction

Schooling America ◽

10.1093/oso/9780195172225.003.0005 ◽

2005 ◽

Author(s):

Patricia Albjerg Graham

Keyword(s):

Academic Achievement ◽

Racial Segregation ◽

Academic Learning ◽

School Practices ◽

The Past ◽

The Social ◽

Musical Scores ◽

American Children ◽

High Level ◽

Over Time

Schools in America have danced to different drummers during their long history. Sometimes the drumbeat demanded rigidity in all programs; sometimes it wanted academic learning for only a few. Sometimes it encouraged unleashing children’s creativity, not teaching them facts. Sometimes it wanted children to solve the social problems, such as racial segregation, adults could not handle. Sometimes it tacitly supported some schools as warehouses, not instructional facilities. Sometimes it sought schooling to be the equalizer in a society in which the gap between rich and poor was growing. Sometimes the principal purpose of schooling seemed to be teaching citizenship and developing habits of work appropriate for a democratic society, while at other times its purpose seemed to be preparation for employment, which needed the same habits of work but also some academic skills. Now, the drumbeat demands that all children achieve academically at a high level and the measure of that achievement is tests. The rhythm and tempo of the drumbeats have shifted relatively frequently, but the schools have not adjusted to the new musical scores with alacrity. They are typically just beginning to master the previous drummers’ music when new drummers appear. Many, though not all, of the new beats have been improvements both for the children and for the nation. All drummers have sought literacy in English for American children, though very modest literacy levels have been acceptable in the past. Drummers have always sought a few students who attained high levels of academic achievement, including children from disparate social, economic, and racial backgrounds. Beyond that consensus, however, what we have wanted from schooling has changed dramatically over time. These expectations for schools typically have been expressed through criticisms—often virulent—of current school practices, and the responses that followed inevitably were slower and less complete than the most ardent critics demanded. These are the shifting assignments given to schools. The following chapters of this book describe these shifting assignments given to schools and then to colleges during the last century: “Assimilation: 1900– 1920”; “Adjustment: 1920–1954”; “Access: 1954–1983”; and “Achievement: 1983–Present.”

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Academic benefit of outgroup contact for immigrant and nonimmigrant students

Group Processes & Intergroup Relations ◽

10.1177/1368430218809882 ◽

2019 ◽

Vol 22 (3) ◽

pp. 419-433 ◽

Cited By ~ 2

Author(s):

Ralf Wölfer ◽

Daniel H. Caro ◽

Miles Hewstone

Keyword(s):

Academic Achievement ◽

Social Network ◽

Cognitive Abilities ◽

Multilevel Models ◽

Immigrant Students ◽

Social Network Data ◽

The Social ◽

Network Connectedness ◽

Total Network ◽

Country Specific

Based on social network theories, outgroup contact does not only improve intergroup relations, but can also facilitate the academic development of students due to the social capital and the uniquely supportive information and resources it provides. In the present study, 12,376 students (14.42 years; 50% girls; 38% immigrant students) from 591 classes across three countries (Germany, the Netherlands, and Sweden) provided information on social network data, academic achievement, socioeconomic status (SES), and cognitive ability. Social network analysis determined the intergroup network connectedness of students. As expected, country-specific multilevel models reveal a positive linear relationship between outgroup contact and academic achievement for immigrant students in all models, and a negative curvilinear (i.e., concave) relationship between outgroup contact and academic achievement for nonimmigrant students in 2 out of 3 models, while controlling for SES, cognitive abilities, and total network integration. These findings suggest the academic value of outgroup contact for immigrant students and signal its potential for nonimmigrant students.

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A social identity perspective on the social-class achievement gap: Academic and social adjustment in the transition to university

Group Processes & Intergroup Relations ◽

10.1177/1368430218813442 ◽

2019 ◽

Vol 22 (3) ◽

pp. 403-418 ◽

Cited By ~ 4

Author(s):

Jenny Veldman ◽

Loes Meeussen ◽

Colette van Laar

Keyword(s):

Academic Achievement ◽

Achievement Gap ◽

Social Class ◽

Social Identity ◽

University Students ◽

Social Adjustment ◽

First Generation ◽

First Year ◽

The Social ◽

First Year University

First-generation students show lower academic performance at university compared to continuing-generation students. Previous research established the value in taking a social identity perspective on this social-class achievement gap, and showed that the gap can partly be explained by lower compatibility between social background and university identities that first- compared to continuing-generation students experience. The present paper aimed to increase insight into the processes through which this low identity compatibility leads to lower academic achievement by examining first-year university students’ adjustment to university in two key domains: the academic and the social domain. These were examined as two routes through which the social-class achievement gap may arise, and hence perpetuate this group-based inequality. Adjustment was examined both through students’ actual integration in the academic and social domains, and their internally experienced concerns about these domains at university. A longitudinal study among 674 first-year university students (13.6% first-generation) showed that first-generation students experienced lower identity compatibility in their first semester, which was in turn related to lower social, but not academic, integration. Lower identity compatibility was also related to more concerns about the social and academic domains at university. Low identity compatibility was directly related to lower academic achievement 1 year later, and this relationship was mediated only by lower social integration at university. These findings show that to understand, and hence reduce, the social-class achievement gap, it is important to examine how low identity compatibility can create difficulties in academic and particularly social adjustment at university with consequences for achievement.

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