The Educational Experience of Sydney High School Students. Report No. 3: A Comparative Study of Migrant Students of Non-English-Speaking Origin and Students Whose Parents were Born in an English-Speaking Country.

Autor/in	Meade, Phil
Institution	Australian Dept. of Education, Canberra.; Academy of Social Sciences in Australia, Canberra.
Titel	The Educational Experience of Sydney High School Students. Report No. 3: A Comparative Study of Migrant Students of Non-English-Speaking Origin and Students Whose Parents were Born in an English-Speaking Country.
Quelle	(1983), (211 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-644-02249-3
Schlagwörter	Bilingual Education; Educational Attainment; Educational Experience; Educational Objectives; Equal Education; Family Characteristics; Foreign Countries; High School Students; High Schools; Immigrants; Non English Speaking; Occupational Aspiration; Significant Others; Social Integration; Student Attitudes; Student Characteristics; Australia + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Bildungsabschluss; Bildungsgut; Bildungserfahrung; Educational objective; Bildungsziel; Erziehungsziel; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Berufsneigung; Berufsziel; Soziale Integration; Schülerverhalten; Australien
Abstract	The findings of a longitudinal survey of the educational experiences of 3043 immigrant secondary school students in Sydney, Australia, are provided in this book. The general aim of the study was to compare the experiences of students of non-English speaking (NES) origin and students born in English speaking countries (ES) in terms of the influences of significant others, students' perceptions, aspirations, and school performance, and equality of educational opportunity. There are seven chapters, the first of which briefly describes the background of the research. Chapter 2 discusses theoretical issues. In Chapter 3, students' family and social experiences are analyzed, and particular attention is paid to the language of communication networks within NES-origin families. The attitudes of students and teachers toward NES-origin children learning their parents' language are also discussed. Chapter 4 focuses on the educational and occupational aspirations of children and their parents. The influences of parents, peers, and teachers on students' aspirations are examined. In Chapter 5, measures of intellectual abilities and the school accreditation levels and performance of students are reported, and classified in terms of such variables as sex, family socioeconomic status, and ethnicity. The development of strategies to test "equality of educational opportunity" is the focus of Chapter 6. Finally, Chapter 7 summarizes and discusses the study findings, and relates them to those reported in earlier reports on Sydney students' and parents' perceptions of schooling. (KH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC