scholarly journals Citizenship and Educational Attainment amongst the Second Generation: An Analysis of Children of Immigrants in Finland

2017 ◽  
Author(s):  
Elina Kilpi-Jakonen
Keyword(s):  
Educational Attainment ◽  
Educational Outcomes ◽  
Second Generation ◽  
Children Of Immigrants ◽  
Immigrant Integration ◽  
Economic Resources ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
The Relationship ◽  
Intervening Variables

Citizenship acquisition is often viewed as an indicator of immigrant integration as well as an event that spurs integration further. Relatively little is know about the relationship between citizenship and integration for children of immigrants. This article examines the relationship between citizenship and educational attainment at approximately age 16 in Finland using register data. Results suggest that children of immigrants who are Finnish citizens have better educational outcomes than non-citizens, measured with three indicators of educational attainment. However, the Finnish citizens come from families with higher levels of educational and economic resources than non-citizens and this explains much of the relationship between citizenship and education. After controlling for intervening variables, second generation students with Finnish citizenship are found to be more likely to choose general rather than vocational upper secondary education compared to their peers who have another citizenship. It is argued that this reflects a difference in educational attitudes between the two groups.

Language and the Second Generation: Bilingualism Yesterday and Today

1994 ◽  
Vol 28 (4) ◽  
pp. 640-661 ◽  
Author(s):  
Alejandro Portes ◽  
Richard Schauffler
Keyword(s):  
Educational Attainment ◽  
Second Generation ◽  
Children Of Immigrants ◽  
South Florida ◽  
Occupational Aspirations ◽  
Ethnic Concentration ◽  
Three Generations ◽  
Residential Locations ◽  
History Of ◽  
Second Generation Children

The language adaptation of second generation children is explored in the context of the history of linguistic absorption and bilingualism in America. Strong nativist pressures toward monolingualism have commonly led to the extinction of immigrant languages in two or three generations. Contemporary fears of loss of English dominance are based on rapid immigration during recent decades and the emergence of linguistic enclaves in several cities around the country. This article explores the extent of language transition and the resilience of immigrant languages on the basis of data from south Florida, one of the areas most heavily affected by contemporary immigration. Results from a sample of 2,843 children of immigrants in the area indicate that: 1) knowledge of English is near universal; 2) preference for English is almost as high, even among children educated in immigrant-sponsored bilingual schools; 3) preservation of parental languages varies inversely with length of U.S. residence and residential locations away from areas of ethnic concentration. Hypotheses about other determinants of bilingualism are examined in a multivariate framework. The relationships of bilingualism to educational attainment and educational and occupational aspirations are also explored.

scholarly journals Spørsmål om tid og sted: Mulighetsrom og kvalifiseringsbaner blant ungdom utenfor videregående opplæring i Finnmark

2019 ◽  
Vol 3 (3) ◽  
pp. 75-90
Author(s):  
Berit Lødding ◽  
Gry Paulgaard
Keyword(s):  
Young People ◽  
Formal Education ◽  
Individual Interviews ◽  
Upper Secondary Education ◽  
Job Opportunities ◽  
Upper Secondary ◽  
Embodied Experiences ◽  
Attachment To Place ◽  
Perception Of Time ◽  
The Relationship

Based on individual interviews with young people in Finnmark who have quit or taken a break from upper secondary education, this article addresses the relationship between attachment to place and perception of time. Finnmark is the largest and least populated county in Norway, located in the far North, with only 10 upper secondary schools. The article’s theoretical basis is a criticism of two different forms of universalisms: i) the metrocentrism in youth research and ii) normative deadlines for completion of education. As globalisation creates inequalities and changes in access to work, the article argues that it is important to examine how such changes affect young people’s perspectives and opportunities in different places. Access to localized capital, i.e. networks, embodied knowledge and reputation, can be a differentiating factor for young people’s job opportunities and lack thereof. When norms for rapid completion of education that apply to university-oriented career paths are generalized, the existence of alternative learning arenas and qualification trajectories are overlooked. Sensitivity to the young people’s material and embodied experiences, enables a richer analysis of how young people need to handle conflicting logics between attachment to place and completion of formal education elsewhere.

Genes, Gender Inequality, and Educational Attainment

2019 ◽  
Vol 84 (6) ◽  
pp. 1069-1098 ◽  
Author(s):  
Pamela Herd ◽  
Jeremy Freese ◽  
Kamil Sicinski ◽  
Benjamin W. Domingue ◽  
Kathleen Mullan Harris ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Educational Attainment ◽  
Educational Outcomes ◽  
Add Health ◽  
Historical Change ◽  
Social Constraints ◽  
Past Century ◽  
Structural Constraints ◽  
The Life Course ◽  
The Relationship

Women’s opportunities have been profoundly altered over the past century by reductions in the social and structural constraints that limit women’s educational attainment. Do social constraints manifest as a suppressing influence on genetic indicators of potential, and if so, did equalizing opportunity mean equalizing the role of genetics? We address this with three cohort studies: the Wisconsin Longitudinal Study (WLS; birth years 1939 to 1940), the Health and Retirement Study, and the National Longitudinal Study of Adolescent Health (Add Health; birth years 1975 to 1982). These studies include a “polygenic score” for educational attainment, providing a novel opportunity to explore this question. We find that within the WLS cohort, the relationship between genetics and educational outcomes is weaker for women than for men. However, as opportunities changed in the 1970s and 1980s, and many middle-aged women went back to school, the relationship between genetic factors and education strengthened for women as they aged. Furthermore, utilizing the HRS and Add Health, we find that as constraints limiting women’s educational attainment declined, gender differences in the relationship between genetics and educational outcomes weakened. We demonstrate that genetic influence must be understood through the lens of historical change, the life course, and social structures like gender.

Hazers' Personality Characteristics and the Perception of School Climate in Slovenia

2021 ◽  
Vol 36 (4) ◽  
pp. 531-547
Author(s):  
Sonja Pečjak ◽  
Tina Pirc
Keyword(s):  
Secondary Education ◽  
School Climate ◽  
Negative Attitude ◽  
School Level ◽  
Upper Secondary Education ◽  
Initiation Rite ◽  
Upper Secondary ◽  
Aggressive Attitude ◽  
The Relationship ◽  
Practical Implications

This article presents the initiation rite for the admission of newcomers to Slovenian upper secondary education, which is called “pheasanting” and has similar characteristics to hazing. It examines the relationship between certain personality traits of hazers with their perception of the school climate and the severity of the hazing activities they engage in (subtle, harassing, and violent hazing). In a sample of 460 students in the fourth grade of upper secondary education, 25.4% of them had carried out hazing in the previous 3 years, of which 47% performed only subtle, 24% harassment, and 29% violent hazing. Violent and harassment hazers justified their actions much more often than subtle hazers by dominating and distorting of the consequences and by diffusing responsibility. They also had less empathy and perceived the school climate as enabling more aggressive attitude. However, violent hazers had the most negative attitude toward hazing, while harassment hazers found hazing most acceptable. Finally, some practical implications of the results at individual and school level are discussed.

Mothers' Income and Young Adult Children's Education and Fast Food Intake

2020 ◽  
Vol 44 (5) ◽  
pp. 681-690
Author(s):  
Jaewon Lee ◽  
Jennifer Allen
Keyword(s):  
Young Adults ◽  
Young Adult ◽  
Educational Attainment ◽  
Food Consumption ◽  
Fast Food ◽  
Longitudinal Survey ◽  
Economic Resources ◽  
National Longitudinal Survey ◽  
Fast Food Consumption ◽  
The Relationship

Objectives: In this study, we examine young adult children's educational attainment as a mediator in the pathway from their mother's income to their fast food consumption. Methods: The National Longitudinal Survey of Youth 1979 (NLSY79) and the National Longitudinal Survey of Youth 79 for Children and Young Adults (NLSY79 CY) were used to select mother and children dyads. A total of 5140 dyads were selected as the final sample. We used a mediation model to test mediators in the relationship between mother's income and young adult children's fast food consumption. Results: Mother's income was significantly related to their young adult children's educational attainment. Mother's income was negatively related to fast food consumption. This study revealed partial mediation of the relationship between mother's income and their young adult children's fast food consumption via their young adult children's educational attainment. Conclusions: A new perspective considering mother's economic resources is needed to understand children's education. Mother's income is important to cultivate their young adult children's health behaviors. The intergenerational transmission of mother's economic resources to their young adult children's educational attainment should be considered to understand young adults' fast food consumption.

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