Educational Expectations among Immigrant Youth: Links to Segmented Assimilation and School Context

2020 ◽  
Vol 7 (3) ◽  
pp. 252-278
Author(s):  
Christina J. Diaz
Keyword(s):  
School Environment ◽  
School Context ◽  
Immigrant Youth ◽  
Educational Expectations ◽  
Segmented Assimilation ◽  
Social Psychological ◽  
National Education ◽  
Household Resources ◽  
National Education Longitudinal Study ◽  
First And Second Generation

Although schools are important socialization venues for all children, they also serve as sites of acculturation for immigrant youth. According to segmented assimilation theory, first- and second-generation students experience divergent trajectories of incorporation, in part, because they are exposed to school contexts that support or stifle their attainment. I argue that such a process must have social-psychological underpinnings, which I examine by relating children’s educational expectations to their school environment during adolescence. Specifically, I use the National Education Longitudinal Study to assess differences in expectations by school context among immigrant and U.S.-origin youth between eighth and 12th grades. Results indicate that students in comparably disadvantaged school environments report lower expectations, though this relationship is driven by household resources and student characteristics. I also find that most students exhibit increases in their educational expectations, and that such changes are not systemically patterned by school context. This article sheds light on the goals of immigrant youth and the extent to which these plans transform from childhood to adolescence.

Parental Educational Expectations for Adolescents with Disabilities

1996 ◽  
Vol 62 (6) ◽  
pp. 515-523 ◽  
Author(s):  
Linda L. Masino ◽  
Robert M. Hodapp
Keyword(s):  
Students With Disabilities ◽  
Parent Education ◽  
School Performance ◽  
Parental Expectations ◽  
Educational Expectations ◽  
National Sample ◽  
National Education ◽  
National Education Longitudinal Study ◽  
Disability Status ◽  
8Th Grade

This study used a national sample (from the National Education Longitudinal Study of 1988) of 8th-grade students to examine the effects of child disability on parental educational expectations. Four types of disability conditions were included: visual impairment ( n = 97), hearing impairment ( n = 126), deafness ( n = 38), and orthopedic impairment ( n = 61). Controls without disabilities were also included. Although parental expectations were found to be higher for students with disabilities than for those without, student disability status (disabled versus nondisabled) did not contribute significantly to the ability to predict parental expectations. School performance, parent education, and race were found to similarly influence parental educational expectations for students with and without disabilities.

scholarly journals Resistencia y apropiación de la escuela: estrategias político-educativas del sindicato magisterial mexicano / Resistance and appropriation of the school: political-educational strategies of the Mexican teachers’ union

2020 ◽  
pp. 44-55
Author(s):  
Alberto Colin Huizar
Keyword(s):  
Community Involvement ◽  
School Environment ◽  
Educational Strategies ◽  
National Education ◽  
Social Actors ◽  
Teachers Union ◽  
The People ◽  
The Social ◽  
Set Up ◽  
Ethnographic Methodology

En distintos estados de la república mexicana existen proyectos educativos colectivos que en mayor o menor medida se erigen en las aulas de las escuelas públicas de nivel básico fomentando la vinculación comunitaria, el trabajo basado en la colectividad y el impulso de la participación activa de los sujetos educativos. El sentido político y epistémico de los proyectos educativos locales a contracorriente de la educación oficial nacional, se acompaña de los proyectos que persiguen los pueblos y agrupaciones magisteriales, mediante la construcción de sus propios saberes y experiencias a partir de las cuales despliegan estrategias para la apropiación social de la escuela. Dichas alternativas escolares conforman un emergente escenario de acción colectiva donde diversas expresiones de la Coordinadora Nacional de Trabajadores de la Educación sintetizan sus proyectos político-educativos. Este artículo se propone revisar desde una metodología etnográfica de las interacciones en el ámbito escolar, cómo dichas iniciativas se implementan en el territorio educativo y cuáles son los principales desafíos en la compleja tarea de resistir al modelo convencional de la escuela del Estado para ponerla al servicio de las luchas magisteriales y populares. Los hallazgos de estas experiencias de educación alternativa constituyen insumos significativos para repensar la forma en que distintos actores sociales recuperan el espacio escolar para alimentar sus propios proyectos de sociedad y transformación sociopolítica que enarbolan a partir de su praxis en el campo educativo. ABSTRACT In different states of the Mexican Republic there are collective educational projects that, to a greater or lesser extent, are set up in public school classrooms at the basic level, promoting community involvement, work based on collectivity and the promotion of active participation by educational subjects. The political and epistemic meaning of local educational projects that go against the grain of official national education is accompanied by the projects pursued by the people and teachers’ groups, through the construction of their own knowledge and experiences from which they deploy strategies for the social appropriation of the school. These school alternatives form an emerging scenario of collective action where diverse expressions of the National Coordinator of Education Workers synthesize their political-educational projects. This article proposes to review, from an ethnographic methodology, the interactions in the school environment, how these initiatives are implemented in the educational territory and what are the main challenges in the complex task of resisting the conventional model of the state school in order to put it at the service of the teachers’ and popular struggles. The findings of these experiences of alternative education constitute significant inputs for rethinking the way in which different social actors recover the school space to feed their own projects of society a

Has Curriculum Closed the Test Score Gap in Math?

2004 ◽  
Vol 4 (1) ◽  
Author(s):  
Heather Rose
Keyword(s):  
High School ◽  
Test Score ◽  
Mathematics Curriculum ◽  
School Characteristics ◽  
National Education ◽  
Test Score Gap ◽  
National Education Longitudinal Study ◽  
White Test ◽  
Test Score Gaps ◽  
Hispanic White

Abstract This study examines the extent to which convergence in mathematics course-taking behavior is responsible for narrowing the Hispanic-white and the black-white test score gaps during the 1980s. Mathematics curriculum is measured in detail using high school transcript data from both High School and Beyond and the National Education Longitudinal Study of 1988. After controlling for demographic, family, and school characteristics, changes in curriculum account for about 60 percent of the narrowing Hispanic-white test score gap between 1982 and 1992. However, the black-white test score gap did not drop significantly.

School Composition and Context Factors that Moderate and Predict 10th-Grade Science Proficiency

2010 ◽  
Vol 112 (4) ◽  
pp. 1096-1136
Author(s):  
Mark C. Hogrebe ◽  
William F. Tate
Keyword(s):  
School Environment ◽  
School Context ◽  
Minority Status ◽  
Demographic Composition ◽  
Context Factors ◽  
10Th Grade ◽  
Context Variables ◽  
Science Scores ◽  
Science Proficiency ◽  
Proficiency Scores

Background Performance in high school science is a critical indicator of science literacy and regional competitiveness. Factors that influence science proficiency have been studied using national databases, but these do not answer all questions about variable relationships at the state level. School context factors and opportunities to learn science may vary geographically across states and interact with demographic composition variables. Purpose The purpose was to examine relationships between 10th-grade science proficiency and school context factors related to school environment, courses, and teachers. The moderating or interaction effects were examined for the school demographic composition variables of free/reduced lunch and minority percentages on variable relationships with science proficiency scores. Population and Unit of Analysis Data for this study consisted of all Missouri high schools in 2002 with a 10th-grade class size of at least 25 students (N = 423). Unit of analysis was the single school. Research Design This was a secondary data analysis study that used variables collected annually from all schools in Missouri. Multiple regression was used to examine relationships and moderating effects of school demographic composition. Predictor variables were grouped into three categories for school context: school environment, course-related, and teacher-related. The outcome variable was 10th-grade scientific attainment as measured by the Missouri state proficiency test in science. Results School context variables of higher dropout and mobility rates signaled greater risk factors, especially when moderated by free/reduced-price lunch percentage (FRL pct) and minority status. When FRL pct and Minority pct were higher, lower science proficiency scores were associated with elevated dropout rates. Similarly, greater mobility was related to lower science scores when school FRL pct was high. Some school-level variables interacted positively with FRL pct and minority status, which resulted in higher science scores. Schools with more FRL and minority students achieved higher science proficiency scores when they had a greater percentage of courses taught by highly qualified teachers and more teachers were regularly certified. Higher science scores were associated with greater percentages of master's degree teachers in schools with a larger percentage of minority students. A surprising finding revealed a geographic influence and demonstrates why testing for interactions can lead to better understanding of the data. Conclusions The findings are consistent with the status attainment literature and the theoretical arguments associated with geography and educational attainment in that socioeconomic status and minority status are important predictive factors in Missouri. As an extension of previous research, this study demonstrates that the school composition variables of FRL pct and Minority pct are significantly related to science proficiency in the 10th grade. Not only are they predictive of science proficiency scores, but they also interact with each other and moderate the relationships between school context variables and 10th-grade science scores. This study suggests that teacher quality in high-poverty majority-minority school settings remains an important policy target for reform and improvement.

The Threat of Downward Assimilation Among Young African Immigrants in U.S. Schools

2019 ◽  
pp. 330-354 ◽  
Author(s):  
Immaculee Harushimana ◽  
Janet Awokoya
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Immigrant Youth ◽  
Secondary Data ◽  
African Immigrants ◽  
Federal State ◽  
Segmented Assimilation ◽  
School Communities ◽  
School Settings ◽  
Intervention Measures

This chapter presents research implications geared toward preventing the downward assimilation trend prevailing among young African immigrants in US public schools. Secondary data from three qualitative studies of integration and adaptation processes of African-born immigrant youth in urban school settings helped identify signs of downward assimilation, especially among males. Salient signs of this trend include low academic achievement, gang inclination, and defiance towards authority. Four major theories—segmented assimilation, socio-ecological theory, intersectionality, and critical race theory—served as framework for the analysis of the risk factors that may lead young African immigrants to follow the downward assimilation path. The analysis reveals the need for intervention measures at the federal, state, and school levels to reduce the vulnerability of non-predominant minority youth in US school settings and the moral responsibility of school authorities to ensure their welfare. Recommended preventive measures include (1) educating immigrant families and school communities; (2) encouraging collaboration and dialogue between African community organizations, school administration, and policymakers purported at creating a favorable school climate for the marginalized African immigrant youth; (3) increasing intervention measures, such as school-community mediation and political representation.

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