Educational Achievement of Immigrant Adolescents in Spain: Do Gender and Region of Origin Matter?

Autor/inn/en	Vaquera, Elizabeth; Kao, Grace
Titel	Educational Achievement of Immigrant Adolescents in Spain: Do Gender and Region of Origin Matter?
Quelle	In: Child Development, 83 (2012) 5, S.1560-1576 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01791.x
Schlagwörter	Academic Achievement; Achievement Gap; Outcomes of Education; Immigrants; Adolescents; Student Attitudes; Foreign Countries; Educational Objectives; Longitudinal Studies; Multivariate Analysis; Gender Differences; Latin Americans; Interviews; Disadvantaged; High School Students; Friendship; Grade Point Average; Spain + Suchen Sie Ihr Suchwort? Schulleistung; Lernleistung; Schulerfolg; Immigrant; Immigrantin; Immigranten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Ausland; Educational objective; Bildungsziel; Erziehungsziel; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Multivariate Analyse; Geschlechterkonflikt; Latin America; People; Lateinamerika; Bevölkerung; Volk; Interviewing; Interviewtechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Freundschaft; Spanien
Abstract	This study explores the educational achievement of immigrant youth in Spain employing data from 3 waves of the Longitudinal Study of Families and Childhood (Panel de Families i Infancia), a representative sample of children in Catalonia first interviewed at ages 13-16 in 2006 (N = 2,710). Results suggest consistent disadvantage in achievement among first-generation students. Differences in achievement between the second and third generations are apparent in bivariate analyses, but are explained by observable characteristics in multivariate analyses. Gender-specific analyses uncover a large achievement gap between first-generation girls and their third-generation counterparts, but no equivalent gap for boys. Region-of-origin differences are modest, with the exception of Latin American adolescents who exhibit the lowest educational outcomes. The significance of perceptions about school on achievement are discussed. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10