Immigrant Students in Denmark: Why Are They Disadvantaged in Civic Learning?

Autor/inn/en	Zhu, Jinxin; Chiu, Ming Ming
Titel	Immigrant Students in Denmark: Why Are They Disadvantaged in Civic Learning?
Quelle	In: Educational Psychology, 40 (2020) 2, S.207-226 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Jinxin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1657560
Schlagwörter	Foreign Countries; Immigrants; Civics; Citizenship Education; Grade 8; Socioeconomic Status; Classroom Environment; Teacher Student Relationship; Native Language; Citizen Participation; Discussion; Politics; Secondary School Students; Denmark + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; School year 08; 8. Schuljahr; Schuljahr 08; Socio-economic status; Sozioökonomischer Status; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Diskussion; Politik; Sekundarschüler; Dänemark
Abstract	Although native family students often learn more than immigrant family students in school (e.g. civics), scholars have not systematically demonstrated the mechanisms through which native family students outperform immigrant family students. The "Opportunity-Propensity" framework guides this study. We examine the link between students' immigrant status and civic knowledge, with antecedent factors (socioeconomic status [SES] and language spoken at home), opportunity factors (civic learning at school, civic participation at school, and political discussion), and propensity factors (perceived open classroom climate and student-teacher relationship). Two-level path analysis of the responses to the International Civic and Citizenship Education Study (ICCS) 2016 by 6254 eighth graders in Denmark showed that the civic knowledge of native family students exceeded that of immigrant family students, mediated by their own and schoolmates' higher family SES. Meanwhile, immigrant family students had more political discussions, which are linked to better civic knowledge. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01