Do Education System Characteristics Moderate the Socioeconomic, Gender and Immigrant Gaps in Math and Science Achievement?

Using data from the 2011 Trends in International Mathematics and Science Study for 45 countries, we examined the size of socioeconomic, gender, and immigrant status related gaps, and their relationships with education system characteristics, such as differentiation, standardization, and proportion of governmental spending on education. We find that higher socioeconomic status is positively and significantly associated with higher math and science achievement; immigrant students lag behind their native peers in both math and science, with first generation students faring worse than second generation; and girls show lower math performance than boys. A higher degree of differentiation makes socioeconomic gaps larger in both math and science achievement, whereas higher governmental spending reduces socioeconomic achievement gaps.

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Strategic Transformation: Cultural and Gender Identity Negotiation in First-Generation Vietnamese Youth

American Educational Research Journal ◽

10.3102/0002831207308645 ◽

2007 ◽

Vol 44 (4) ◽

pp. 853-895 ◽

Cited By ~ 20

Author(s):

Tom Stritikus ◽

Diem Nguyen

Keyword(s):

Gender Identity ◽

First Generation ◽

Immigrant Students ◽

Social Contexts ◽

School Site ◽

The Social ◽

Full Picture ◽

And Gender ◽

Using Data ◽

Strategic Transformation

This article explores the various ways in which recent Vietnamese immigrant students form cultural and gender identities as they transition to U.S. schooling. Using data from a 2-year qualitative study that tracked the social and academic adjustment processes of recent Vietnamese immigrant youth, this article examines the tensions that students struggle with as they bring their own values and practices into the school site. The findings suggest that gender functions as a complex social category for recent immigrants that shifts across social contexts. The authors argue that accounting for a full picture of gender identity more accurately captures the manner in which recent immigrant students adapt to U.S. schooling.

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Strategic Aspect of Knowledge Management

Organizacija ◽

10.1515/orga-2017-0011 ◽

2017 ◽

Vol 50 (2) ◽

pp. 163-176 ◽

Cited By ~ 2

Author(s):

Olja Arsenijević ◽

Dragan Trivan ◽

Iztok Podbregar ◽

Polona Šprajc

Keyword(s):

Knowledge Management ◽

Tacit Knowledge ◽

First Generation ◽

Point Of View ◽

Factors Affecting ◽

Level Of Knowledge ◽

Empirical Point ◽

Using Data ◽

Tacit Knowledge Management

Abstract Background and Purpose: This paper analyses the strategic aspects of knowledge management in organizations in Serbia, from the theoretical and empirical point of view. In its theoretical part, the paper analyzes the latest literature in the fields of knowledge management, relations between communications strategyes and knowledge management, generations of knowledge management and organizational culture. Design/Methodology/Approach: In its empirical part, the paper deals with determining the level of knowledge management in Serbian organizations through diffrent generations of knowledge management, as well as the problem with explicit and tacit knowledge management. The hypotheses were tested using data colleted from organizatons in Serbia via questionnaire, which consisted of 50 questions to examine five key factors in knowledge management. Results: The results showed that out of 41 indicators, only eight are rated positively. Results of t-test indicate significant distinctions within factors affecting the quality of knowledge management, as well as differences in quality of explicit and tacit knowledge management, therefore they confirmed both hypotheses. Conclusion: The knowledge management projects in organizations in Serbia are initiated, as well as that belonging to the first generation of knowledge management can be defined.

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Integration and volunteering: the case of first-generation immigrants to Canada

Families Relationships and Societies ◽

10.1332/204080521x16319931902392 ◽

2021 ◽

Author(s):

A. Stefanie Ruiz ◽

Lili Wang ◽

Femida Handy

Keyword(s):

National Survey ◽

First Generation ◽

Immigrant Integration ◽

Three Dimensions ◽

First Generation Immigrants ◽

Different Dimensions ◽

Using Data ◽

The Relationship

This study investigates the association between the integration of first-generation immigrants and their volunteering. Using data from a Canadian national survey, we examine three dimensions of immigrant integration: professional, psychosocial and political. General volunteering is not significantly related to integration; however, there exists a relationship between the different dimensions of integration and where immigrants choose to volunteer. Thus, the relationship between the type and degree of immigrant integration and volunteering is nuanced; it matters where volunteering occurs.

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Immigrant Generation, Stress Exposure, and Substance Abuse among a South Florida Sample of Hispanic Young Adults

Socius Sociological Research for a Dynamic World ◽

10.1177/2378023119843017 ◽

2019 ◽

Vol 5 ◽

pp. 237802311984301 ◽

Cited By ~ 1

Author(s):

Stacy Salerno ◽

John Taylor ◽

Quentin K. Kilpatrick

Keyword(s):

Substance Use ◽

Young Adults ◽

Social Stress ◽

First Generation ◽

Mental Health Problems ◽

South Florida ◽

Generational Status ◽

Dade County ◽

First Generation Immigrants ◽

Using Data

Existing research finds that succeeding immigrant generations are at greater risk for mental health problems as well as higher levels of substance use. Previous studies have attempted to unpack the role of acculturation stress, discrimination, and other factors in these outcomes. Using data from a community-based sample of Miami-Dade County young adults, we use an empirically and theoretically precise measurement of generational status, allowing us to better understand the process of acculturation and adaptation experienced by each generation. Our results are consistent with theories on the relationship between exposure to social stress and substance use. We find that first-generation immigrants have less exposure to social stress and as a consequence are at a decreased risk for involvement in substance use compared to second- and third-generation immigrants, who report being exposed to higher levels of social stress and higher levels of substance use.

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Educational Expectations of Immigrant Students: Does Tracking Matter?

Sociological Perspectives ◽

10.1177/0731121419828397 ◽

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.

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Comparison of Cognitive Performance Between Two Generations of Immigrant School-Aged Children: Child Development Change Over Time

Journal of Cognitive Education and Psychology ◽

10.1891/jcep-d-18-00033 ◽

2020 ◽

Vol 19 (2) ◽

pp. 120-140

Author(s):

Sandra Figueiredo

Keyword(s):

First Generation ◽

Immigrant Students ◽

Mother Tongue ◽

School Aged Children ◽

Equivalent Age ◽

Primary And Secondary Education ◽

Two Samples ◽

Development Change ◽

Two Generations ◽

The Difference

The objective of this research is to comparatively analyze the performance of two generations of children (as first generation of immigrants) attending primary and secondary education in different geographical areas, evaluated in different decades but with equivalent age brackets. Two samples of 169 immigrant school populations in Portugal, with fair immigration criteria, were evaluated for the same verbal reasoning and auditory discrimination tasks in different periods (cohort 1—2001–2009 and cohort 2—2013–2017). The aim is to verify if age remains a differentiating variable of the performance and acuity, as maintained by the critical period hypothesis. That performance referring to two samples evaluated in second language decoding tasks, in different periods. Additionally, to evaluate the emergence of other factors that explain proficiency, cognitive and linguistic discrimination behaviors of two generations of immigrant students in Portugal. The results contribute to a new direction in the analysis and intervention for school groups that are highly diverse in terms of mother tongue and nationalities. The data point to a greater divergence of performance and difficulties not according only to the disparity of ages, but considering the nationality (country of origin and respective educational system). It is also clear, despite just the difference of a decade, how subjects are changing their immigration routes and their cognitive and social development.

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