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Immigrants in Italy: Social capital and academic achievements

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Abstract:

Academic achievements of the school population are considered an important issue in educational policy. As many of the international studies show, school failure, academic underachievement and school delay occur much more frequently within e vulnerable groups like: immigrants, cultural minorities and students with disabilities. Therefore, equality introduced during enrollment procedures does not necessarily result in equality of school achievement. It is crucial to have a closer look at equality throughout an overall learning process. The theoretical framework of this research is based on works of Coleman (1991) and Ogbu (1987). Following Kao (2004), Portes (2000), and Zhou& Bankston (1998) social capital in a migration setting is analyzed. This research project was focused on school performance of the foreign-born population in Italian primary and secondary schools. This issue was studied using a combination of quantitative and qualitative methods. Semi-structured interviews with the pupils were carried out and questionnaires were distributed among the teachers. In-depth interviews with selected teachers were carried out. The main conclusion is referred to the activation of social capital of parents in migration setting which meets several obstacles. The interviews carried out with pupils suggest that immigrants attempted to create their own network in order to support their scholastic experience. Attitude of the teachers toward foreign-born pupils is mostly positive and supportive which allows creating a well-balanced setting for learning process.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p485833_index.html
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MLA Citation:

Mleczko, Agata. and Isanski, Jakub. "Immigrants in Italy: Social capital and academic achievements" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p485833_index.html>

APA Citation:

Mleczko, A. and Isanski, J. , 2011-04-30 "Immigrants in Italy: Social capital and academic achievements" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p485833_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Academic achievements of the school population are considered an important issue in educational policy. As many of the international studies show, school failure, academic underachievement and school delay occur much more frequently within e vulnerable groups like: immigrants, cultural minorities and students with disabilities. Therefore, equality introduced during enrollment procedures does not necessarily result in equality of school achievement. It is crucial to have a closer look at equality throughout an overall learning process. The theoretical framework of this research is based on works of Coleman (1991) and Ogbu (1987). Following Kao (2004), Portes (2000), and Zhou& Bankston (1998) social capital in a migration setting is analyzed. This research project was focused on school performance of the foreign-born population in Italian primary and secondary schools. This issue was studied using a combination of quantitative and qualitative methods. Semi-structured interviews with the pupils were carried out and questionnaires were distributed among the teachers. In-depth interviews with selected teachers were carried out. The main conclusion is referred to the activation of social capital of parents in migration setting which meets several obstacles. The interviews carried out with pupils suggest that immigrants attempted to create their own network in order to support their scholastic experience. Attitude of the teachers toward foreign-born pupils is mostly positive and supportive which allows creating a well-balanced setting for learning process.


Similar Titles:
The effect of social capital within a family and students' affective characteristics on academic achievement

School Choice and Its Impact on Student Academic Achievement and Attainment as a Consequence of Community-Level Social Capital

Effect of social capital on academic achievement: Focusing on interaction between social capital and social class


 
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