STEM Outcomes of Second-Generation Immigrant Students with High-Skilled Parental Backgrounds

Autor/inn/en	Chachashvili-Bolotin, Svetlana; Lissitsa, Sabina; Milner-Bolotin, Marina
Titel	STEM Outcomes of Second-Generation Immigrant Students with High-Skilled Parental Backgrounds
Quelle	In: International Journal of Science Education, 41 (2019) 17, S.2465-2483 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1686549
Schlagwörter	STEM Education; Immigrants; Parent Background; High School Students; Jews; Cultural Capital; Socioeconomic Status; Educational Attainment; Enrollment; Grades (Scholastic); Cultural Differences; Acculturation; Foreign Countries; Student Characteristics; Gender Differences; North America; South America; France; USSR; Israel + Suchen Sie Ihr Suchwort? STEM; Immigrant; Immigrantin; Immigranten; Elternhaus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Jew; Jude; Jüdin; Juden; Socio-economic status; Sozioökonomischer Status; Bildungsabschluss; Bildungsgut; Einschulung; Notenspiegel; Kultureller Unterschied; Akkulturation; Ausland; Geschlechterkonflikt; Nordamerika; Südamerika; Frankreich
Abstract	This large-scale study (N=173,636) examines between-group differences in Israeli high school STEM enrolment and average grades between five groups of Israeli-born Jews. Four of them comprise second-generation immigrant students with high-skilled parents, from North America (NA), South America (SA), France, and the Former Soviet Union (FSU). The fifth group comprises non-immigrant students. The study's conceptual framework combines expanded Segmented Assimilation Theory and Bourdieu's concepts of habitus and cultural capital. NA students had the highest family educational and economic levels, while the FSU students had the highest percentage of high-skilled parents, albeit with the lowest economic background. We found that the non-immigrant students did not have an advantage in STEM enrolment in high school as compared to the second-generation immigrants. The FSU students had the highest STEM enrolment. The average STEM grades among the NA, SA, and French students were similar compared to the non-immigrant students, while the FSU students' average STEM grades were the lowest. Our findings suggest that both Segmented Assimilation Theory and Bourdieusian concepts of habitus and cultural capital should be considered to account for the educational STEM outcomes of immigrant children. These findings may inform educational policy and intervention programmes aimed at increasing high school STEM enrolment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01