Immigrant Integration and Educational Outcomes
Summary
Immigrant integration and educational outcomes encompass the processes by which individuals with migratory backgrounds and their descendants engage with host‐country schooling systems, acquire language and cultural competencies, and achieve academic credentials. Research in this field spans diverse contexts and generations, exploring how factors such as parental socioeconomic status, linguistic proficiency, school resources and family support shape attainment. Second‐generation students often exhibit gains relative to their parents, yet achievement gaps persist and vary by origin, gender and neighbourhood. Structural features of education systems, policies on inclusion and equity, and community networks interact to produce differentiated trajectories. Understanding these dynamics is crucial for informing policy aimed at social cohesion, labour‐market access and the realisation of human capital potential across immigrant populations.
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Immigrant Integration and Educational Outcomes publication trend
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Technical terms
Segmented assimilation: A framework positing that different immigrant groups integrate into distinct socioeconomic niches, resulting in varied educational and social trajectories.
Context of reception: The combination of institutional, social and policy conditions in the host environment that shape immigrant integration processes and outcomes.
Intergenerational transmission: The process through which parental education, values and resources influence the educational attainment of their children.
PISA: The Programme for International Student Assessment, an international survey measuring 15-year-olds’ competencies in reading, mathematics and science across countries.
References
- From Parent to Child? Transmission of Educational Attainment Within Immigrant Families: Methodological Considerations. Demography (2015).
- Immigration and student achievement in Spain: evidence from PISA. SERIEs (2013).
- Reconceptualizing Context: A Multilevel Model of the Context of Reception and Second‐Generation Educational Attainment. International Migration Review (2018).
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