Analysis and Critique of the Segmented Assimilation Model for the Educational Mobility of the Second Generation in Different Countries and from Multiple Scholars' Perspectives

Autor/in	Montero-Sieburth, Martha A.
Titel	Analysis and Critique of the Segmented Assimilation Model for the Educational Mobility of the Second Generation in Different Countries and from Multiple Scholars' Perspectives
Quelle	(2016), (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Mobility; Cross Cultural Studies; College Faculty; Models; Acculturation; Interdisciplinary Approach; Criticism; Comparative Education; Immigrants; Outcomes of Education; Cultural Context; Databases; Pilot Projects; Content Analysis; Educational History; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Cultural comparison; Kulturvergleich; Fakultät; Analogiemodell; Akkulturation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kritik; Vergleichende Erziehungswissenschaft; Immigrant; Immigrantin; Immigranten; Lernleistung; Schulerfolg; Datenbank; Pilot project; Modellversuch; Pilotprojekt; Inhaltsanalyse; History of education; Bildungsgeschichte
Abstract	The paper (1) analyzes the segmented assimilation model for educational mobility as it has been used across different countries starting from its initial use by Gans (2006) and later developed by Portes and Zhou in 1993 to the present; (2) highlights the resulting similarities or differences arising from its use taken from different interdisciplinary perspectives (sociology, anthropology, psychology, political science); (3) identifies significant factors of discussion found across countries; (4) characterizes its cross cultural and comparative nature; (5) presents the critique drawn from multiple scholars in the U. S., Latin America, Canada, and throughout Europe in order to assess its universal value and use; and (6) concludes by highlighting these results and implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01