The Children of Immigrants and Host-Society Educational Systems: Mexicans in the United States and North Africans in France

Autor/inn/en	Alba, Richard; Silberman, Roxane
Titel	The Children of Immigrants and Host-Society Educational Systems: Mexicans in the United States and North Africans in France
Quelle	In: Teachers College Record, 111 (2009) 6, S.1444-1475 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Middle Class; Mexican Americans; Residential Patterns; Educational Attainment; Ghettos; Low Income Groups; Educational Environment; Bias; Elementary Secondary Education; Foreign Countries; Comparative Analysis; Immigrants; Cross Cultural Studies; Educational Policy; Outcomes of Education; Ethnic Groups; Minority Groups; Correlation; Educational Opportunities; Educational Experience; Racial Segregation; Track System (Education); Educational History; France; United States + Suchen Sie Ihr Suchwort? Mittelschicht; Hispanoamerikaner; Wohnsituation; Bildungsabschluss; Bildungsgut; Ghetto; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Immigrant; Immigrantin; Immigranten; Cultural comparison; Kulturvergleich; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Ethnie; Ethnische Minderheit; Korrelation; Bildungsangebot; Bildungschance; Bildungserfahrung; Rassentrennung; Leistungsgruppe; Leistungsdifferenzierung; History of education; Bildungsgeschichte; Frankreich; USA
Abstract	Background/Context: The educational fate of the children of low-wage immigrants is a salient issue in all the economically developed societies that have received major immigration flows since the 1950s. The article considers the way in which educational systems in the two countries structure the educational experiences and shape the opportunities of the children of immigrants. Purpose/Objective/Research Question/Focus of Study: This article examines the experience of the children of Mexican immigrants in the United States and of North African immigrants in France. Both groups are low-wage labor migrants with low educational attainment relative to the native born. Research Design: The article uses data from the U.S. Census and the 2003 Formation Qualification Professionelle Survey in France, as well as analysis of other research on the two countries to compare educational processes and attainment for the two groups. Conclusions/Recommendations: The comparison of the two systems shows that although the French and U.S. educational systems differ in many ways, the outcomes are in fact quite similar. In both systems, the children of low-wage labor migrants are tracked into the low streams of the educational hierarchy and have lower attainment than their native-born peers. At the same time, in both countries, a small percentage of children of immigrants do manage to succeed. The authors conclude that despite apparent differences between the two systems, residential segregation and educational tracking produce these similar outcomes, which also reflect the determination of native-born middle-class parents to preserve their privileged status and thwart efforts to make the educational system more open. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10