Exploring an Interdisciplinary Theoretical Model of Migrant Schooling to Effectively Account for Achievement Differences between Migrant and Native Students

Autor/in	Pinder, Patrice Juliet
Titel	Exploring an Interdisciplinary Theoretical Model of Migrant Schooling to Effectively Account for Achievement Differences between Migrant and Native Students
Quelle	9 (2020) 1-2, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-9474
Schlagwörter	Immigrants; Academic Achievement; Sociocultural Patterns; Comparative Analysis; Models; Interdisciplinary Approach; Foreign Countries; Parent Participation; Parent Aspiration; Student Attitudes; Resilience (Psychology); Occupational Aspiration; High Achievement; Peer Relationship; Student School Relationship; Blacks; Asians; Indians; Educational Attainment; Elementary Secondary Education; Higher Education; Cross Cultural Studies; North America; Europe; Australia + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Schulleistung; Soziokulturelle Theorie; Analogiemodell; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Elternmitwirkung; Elternwille; Schülerverhalten; Berufsneigung; Berufsziel; Peer-Beziehungen; Schüler-Lehrer-Beziehung; Black person; Schwarzer; Asian; Asiat; Asiatin; Asiaten; Asiate; Inder; Bildungsabschluss; Bildungsgut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cultural comparison; Kulturvergleich; Nordamerika; Europa; Australien
Abstract	Across the globe, from the very wealthy continents of North America to Europe to Australia, the phenomenon of migrant and immigrant students outperforming native students are observed and documented. Even within the same race, achievement differences are being observed. What might account for the achievement success of one group of students over the other group? Are achievement differences among the migrant and non-migrant groups linked to only family dynamics or to socio-cultural or to psychological factors? Ogbu's (1998) "Cultural-Ecological Model" appears to be insufficient in completely and effectively accounting for these achievement differences. Therefore, the author is proposing a more comprehensive, "Interdisciplinary Theoretical Model of Migrant Schooling" to effectively account for the achievement differences seen across the globe. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01