scholarly journals Estudio de las actitudes hacia la escuela y de las expectativas educativas de los estudiantes de origen inmigrante

2015 ◽  
Vol 23 ◽  
pp. 127
Author(s):  
Rosa María Rodríguez Izquierdo
Keyword(s):  
Student Attitudes ◽  
Immigrant Students ◽  
Immigrant Youth ◽  
Educational Expectations ◽  
Attitudes Toward School ◽  
Social Transformations ◽  
Educational Expectation ◽  
Poor School Performance ◽  
Positive Attitudes ◽  
High Sense

The ongoing arrival of a number of immigrants to the Spanish educational system is triggering deep social transformations. Year after year, schools clearly see the number of newcomers from different countries increase. Immigrant youth are often linked to negative student attitudes toward school and low educational expectations but few studies inquire about these representations from students’ own perspectives. The research method involved conducting interviews with 189 students in secondary and junior high schools of Seville province (Spain) who had immigrant backgrounds from Latin America, Africa, Asia, and countries of Eastern Europe. The study concludes that these immigrant students feel strongly committed to their studies, demonstrating a high sense of educational expectation, and differences existed according to the geographical origin and time in Spain. These data question the stereotyped, reductionist generalizations linking immigrant youth with poor school performance and poor positive attitudes towards school.

Educational Expectations of Immigrant Students: Does Tracking Matter?

2019 ◽  
Vol 62 (3) ◽  
pp. 366-382
Author(s):  
Volha Chykina
Keyword(s):  
First Generation ◽  
Immigrant Students ◽  
Immigrant Youth ◽  
Educational Expectations ◽  
Educational Systems ◽  
Host Countries ◽  
High Expectations ◽  
First Generation Immigrants ◽  
The Relationship ◽  
High Educational

Immigrants are known to have high expectations to matriculate into college and achieve a college degree. Yet the majority of the studies that examine the educational expectations of immigrant youth focus only on one country. Furthermore, researchers have not yet examined whether the high educational expectations of immigrants are promoted or hampered by the characteristics of educational systems in immigrants’ host countries. This paper examines the relationship between one such feature, tracking, and the educational expectations of immigrant youth in Europe. It shows that cross-nationally, immigrant students have higher educational expectations than nonimmigrant youth. However, for first-generation immigrants, this advantage is not as pronounced in tracked systems as compared with nontracked systems. This suggests that immigrants and nonimmigrants respond differently to the educational contexts that they encounter and that certain features of educational systems can stymie immigrant advancement.

The Multiple Worlds of Ghanaian-Born Immigrant Students and Academic Success

2018 ◽  
Vol 120 (9) ◽  
pp. 1-48 ◽  
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Academic Success ◽  
Focus Group ◽  
Research Design ◽  
Immigrant Students ◽  
Immigrant Youth ◽  
The United States ◽  
African Culture ◽  
Focus Group Interviews ◽  
Multiple Worlds ◽  
Group Interviews

Background/Context The multiple worlds model is defined as the ability of students to connect, manage, and negotiate to cross the borders of their two worlds to successfully transition through different everyday worlds of school, family, and peers. Prior research has linked multiple worlds such as school, teacher, family, and peers to the academic success of immigrant students. However, there is a dearth of research about how Ghanaian-born immigrant youth (African-born immigrant youth) integrate the experiences surrounding their multiple worlds of families, schools, peers, and teachers in their daily lives to affect academic achievement. Purpose/Objectives/ Research/Focus of Study This qualitative study explores the factors associated with immigrant students from Ghana to strategize how to combine their multiple worlds of families, schools, peers, and teachers to affect academic engagement within contexts of school and classroom situations. Another aim was to was to explore teachers’ perception and understanding of the sociocultural and past educational experiences of immigrant students from Ghana. I analyzed two interviews (face-to-face and focus group) transcripts (students and teachers). Population/Participants/Subjects Forty Ghanaian-born immigrant students and 10 certified teachers in the Atlanta, Georgia, metropolitan area were recruited and interviewed. I interviewed 40 students (n = 23 male and n = 17 female) in 10th grade (8 students), 11th grade (20 students) and 12th grade (12 students) and 10 teachers including 4 Whites, 2 African Americans, 3 Latino/as, and 1 Biracial. Research Design The study used a qualitative research design by using open-ended semi-structured and focus group interviews in which the participants were comfortable in the interviews. With the assistance of the Ghanaian Immigrant Association in Atlanta and the school district, I sampled for Ghanaian-born immigrant students (students who were born in Ghana with one or two African-born parents and who migrated to the U.S.) and teachers to participate in the study. All data from semistructured and focus group interviews were transcribed and analyzed to address the research questions of the study. Findings/Results The study findings revealed seven emergent themes: desire to succeed in school, managing two worlds and relationships with teachers and peers in the classroom, crossing boundaries with educational opportunities, managing transitions in school, and the role of parents. Conclusions and Recommendations The findings suggest that Ghanaian-born immigrant students undergo several complex transitional paradigms combining two worlds of African culture, education, family values, learning new cultures, and adapting to new school settings to achieve success in American educational systems. Overall, Ghanaian-born immigrant students developed strategies to manage two worlds in school, which shaped their perspectives and helped them to cross boundaries as stipulated in the students’ multiple worlds model. Therefore, it is important that teachers, educators, and school administrators understand the social, cultural, and educational backgrounds of these immigrant students as not much is written about them with regards to their transition to schools in the United States educational system.

scholarly journals GRADUATE STUDENTS’ ATTITUDES AND PERCEPTIONS TOWARDS MOBILE LEARNING AT KING KHALID UNIVERSITY (SAUDI ARABIA)

2021 ◽  
Vol 29 (1) ◽  
Keyword(s):  
Saudi Arabia ◽  
Graduate Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Student Attitudes ◽  
Education Data ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Technological Developments ◽  
Students Attitudes

Mobile Learning (mLearning) has become an influential educational technology in higher education. With the internet and other technological developments, mLearning makes it possible for students to learn, collaborate, and share ideas with each other. However, mLearning student acceptance is critical to its effectiveness. Attitudes toward learning is a vital factor in deciding whether or not students are ready to use mLearning for academic purpose. Student attitudes may identify strengths and weaknesses of mLearning and facilitate development of the technology. This qualitative study aims to investigate graduate students’ attitudes and perceptions toward using mLearning in education. Data were collected by conducting interviews with fourteen graduate students enrolled in masters and doctoral programs in the College of Education at King Khalid University (KKU), Kingdom of Saudi Arabia. Generally, graduate students in education disciplines had positive attitudes toward mLearning and expressed a desire to use it in their future educational settings. Students perceived mLearning to be valuable for academic purposes, noting the convenience of being able to access course materials, the ease of communicating with other students and professors at their own pace, and the flexibility mobile devices offer over desktop or laptop computers. However, students identified a few usability issues like small screen size and keyboards, and additional cost of mobile devices and the corresponding cost of Internet access as constraints for using mobile devices for learning.

Students' Perceptions of Older Adults: Effects of a Service-Learning Experience

2014 ◽  
Vol 19 (1) ◽  
pp. S-59-S-72
Author(s):  
Heather Kanenberg ◽  
Susan Mapp ◽  
Rustin Dudley ◽  
Margaret McFarland
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Student Attitudes ◽  
Learning Experience ◽  
Method Comparison ◽  
Positive Attitudes ◽  
The Social ◽  
Significant Difference ◽  
Attitudes Toward Older Adults ◽  
Cultural Shifts

Previous literature has established an improvement in student attitudes toward older adults after a service- learning experience with this population. This study furthered the research by conducting a mixed- method comparison group study with a sample of 151 traditional- aged BSW students. Both groups increased in positive perceptions toward older adults on the Polizzi's (2003) refined Aging Semantic Differential Scale, and there was no significant difference between them. Qualitative results specific to those working with seniors suggest that students either improved or maintained positive attitudes toward this population. Therefore service learning may not need to be specific to this population to improve attitudes but does assist in reinforcing classroom material. Findings illustrate a need for further study of the overall impact of the social work curriculum as well as possible cultural shifts in attitudes toward older adults.

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.

Traditional Chinese Views on Education as Perceived by International Students in China: International Student Attitudes and Understandings

2018 ◽  
Vol 23 (2) ◽  
pp. 195-216 ◽  
Author(s):  
Junju Wang ◽  
Jia Lin
Keyword(s):  
International Students ◽  
Student Attitudes ◽  
International Student ◽  
Heritage Culture ◽  
Positive Attitudes ◽  
Semistructured Interviews ◽  
Teachers And Students ◽  
Chinese Learning ◽  
Different Cultures ◽  
Target Culture

For decades, the Confucian heritage culture (CHC) learner phenomenon has aroused the interest of researchers in different areas. However, few studies have focused on the attitudes of international students who study in the Chinese context. This article, therefore, explores how international students perceive traditional Chinese views on education, which are mostly embedded in Confucianism. Using questionnaires and semistructured interviews, the study investigated student attitudes and their recognition of specific educational viewpoints and factors, which act to produce such perceptions. Results show that international students studying in China had positive responses to most traditional Chinese views on education and that the traditional concepts of learning were respected and understood. However, it was the role of teachers within CHC that was the least favorably received. In addition, student attitudes and understandings were in response to individual, contextual, and cultural factors, and positively correlated with their home country, major, and level of education. This article concludes that positive attitudes and perceptions of traditional Chinese views on education by international students occur when the core values of educational philosophies from different cultures are shared also by CHC and that there is a strong influence from the source culture on views of the target culture. By implication, a good knowledge of Chinese learning culture and mutual communication are significant factors for both teachers and students.

Student Perceptions of Sales Careers: Implications for Educators and Recruiters

2000 ◽  
Vol 15 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Jane Z. Sojka ◽  
Ashok K. Gupta ◽  
Timothy P. Hartman
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Student Perceptions ◽  
Work Experience ◽  
Student Attitudes ◽  
Business Students ◽  
Family Members ◽  
Job Turnover ◽  
Positive Attitudes ◽  
Reduced Costs

While sales careers offer tremendous job potential, they are frequently overlooked by graduating college students. Previous research suggests that negative sales stereotypes have influenced students’ desire for sales careers. In this paper we revisit student attitudes toward sales careers to identify student segments most likely to have positive and realistic views of sales careers. We found that marketing majors or students who have taken two or more sales classes view sales careers more positively than other business students. Non‐marketing majors or students exposed to sales careers either through internships/work experience or having family members in sales did not exhibit positive attitudes toward sales. We also observed some interesting gender differences on attitudes toward sales. We suggest that corporate recruiters may want to focus their recruiting efforts on marketing majors or students who have taken sales classes to identify students with positive and realistic views of sales careers: resulting in better employee task fit, lower job turnover, and reduced costs of recruitment.

The Effect of Effort and Feedback on the Formation of Student Attitudes

1977 ◽  
Vol 14 (3) ◽  
pp. 317-330 ◽  
Author(s):  
James H. McMillan
Keyword(s):  
Student Attitudes ◽  
Time Of Day ◽  
Analysis Of Covariance ◽  
Written Feedback ◽  
Affective Attitudes ◽  
Positive Attitudes ◽  
Two Factors ◽  
The Subject ◽  
High Effort ◽  
Teacher Classroom

The effect of two factors, (1) degree of effort exerted studying a subject, and (2) written feedback from the instructor, on the cognitive and affective attitudes students formed toward the subject and assignment was determined in four university classes. The students, unaware that they were subjects in an experiment, received high or low effort assignments and high or no praise comments. Two assignments were given to each student from two different materials to assure counterbalancing of teacher, classroom selection, and time of day effects. The effort by feedback (2 × 2) multivariate analysis of covariance and class by feedback (4 × 2) ANOV. As showed that students who received high praise and completed the high effort assignments formed significantly more positive attitudes than students in the other three groups.

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