Study on the expectations of academic success, inclusive perception and identity of immigrant students in the Reception Classrooms

Abstract

The aim of this article is to report on an investigation that sought to provide answers to the problem of the inclusion of students recently incorporated into the Spanish educational system, and who are users of the welcome classrooms, by analyzing their expectations of success, the mechanisms they use to achieve it, their inclusion and their identity. For this purpose, a descriptive approach of a quantitative nature was used. A non-experimental research design was adopted and quantitative data collection techniques and instruments were used. The study involved 105 ESO students, immigrant users of the welcome classrooms of 5 educational centers in the Region of Murcia. The instrument used for data collection was an ad hoc Likert scale survey with a total of 51 questions. Among the results obtained, it stands out that, in general, the reception classrooms are a good resource for educational inclusion. However, there is not much correlation between expectations of school success and strategies put into practice to achieve it, and it is essential to connect the classrooms more with the rest of the school. And, the students, although comfortable with the Spanish culture, demand more presence of the culture of origin in order not to lose their identity.