The academic disadvantage of children of immigrants revisited: The Canary Islands as an exception within the Spanish context
DOI:
https://doi.org/10.22325/fes/res.2018.5Keywords:
Academic achievement, immigrants, socioeconomic status, cultural capital, school effects.Abstract
Research shows that children of immigrants underperform academically native students in Spain. Based on data from PISA 2009, this paper analyzes the academic achievement of children of immigrants on the Canary Islands, the only Spanish region in which second generation immigrants’ do not underperform Spanish native students and where research has not been thoroughly conducted. Firstly, the gap between immigrant and native students is analyzed and compared to the ones found in the rest of Spain. Next, such gap is analyzed according to immigrant status variables. Finally, the effect that other relevant student-level and school-level variables have on such gap is examined by means of multilevel techniques. Results show that the lower achievement of native students compared to other Spanish regions makes the case observed on the Canary Islands unique. The higher educational level among parents of immigrant students is found to be the major factor which accounts for their greater rates of academic achievement compared to native students´.References
Álvarez de Sotomayor, A. (2011). El rendimiento académico de los alumnos inmigrantes en España: un estudio de caso. Tesis doctoral (en línea). http://0-hera.ugr.es.adrastea.ugr.es/tesisu-gr/20152784.pdf, acceso 1 de julio de 2016.
Álvarez-Sotomayor, A., Martínez-Cousinou, G., Gutiérrez Rubio, D. (2015). Cuando la segunda generación no se queda atrás: evidencias sobre el rendimiento académico de los hijos de inmigrantes en el caso andaluz. Estudios sobre educación, 28, 51-78.
Amato, P. R. (2001). Children of Divorce in the 1990s: An Update of the Amato and Keith (1991) Meta-Analysis. Journal of Family Psychology, 15, 355-370.
Aparicio, R., Tornos, A. (2006). Hijos de inmigrantes que se hacen adultos: marroquíes, dominicanos, peruanos. Madrid: Ministerio de Trabajo.
Arango, J. (2010). Después del gran Boom: La in- migración en la bisagra del cambio. La Inmigración En Tiempos de Crisis, Anuario de La Inmigración En España, 52-73.
Bourdieu, P., Passeron, J. C. (2014). La reproducción. México DF: Fontamara.
Bukodi, E., Goldthorpe, J. H. (2013). Decomposing ‘social origins’: The effects of parents’ class, status, and education on the educational attainment of their children. European Sociological Review, 29 (5), 1024-1039.
Calero, J., Choi, A., Waisgrais, S. (2009). Determi- nantes del rendimiento educativo del alumnado de origen nacional e inmigrante en PISA-2006. Cuadernos económicos de ICE, 78, 281-310.
Carabaña, J. (2008). Las diferencias entre regiones y países en las pruebas PISA. Documento 2 (en línea). http://www.colegiodeemeritos.es/DocumentosDelColegio_Documen-to2_InformePisa/seccion=32&idioma=es_ES&id=2008052910570001&activo=1.do, acceso 1 de Febrero de 2016.
Carabaña, J. (2016). El Informe Coleman, 50 años después. Revista de la Asociación de Sociología de la Educación (RASE), 9 (1), 9-21.
Cebolla-Boado, H. (2008). ¿Están los estudiantes de origen inmigrante en desventaja?: diferencias internacionales e interregionales en España. Panorama social, 8, 97-111.
Cebolla-Boado, H. (2009). Inmigración y educación: del shock demográfico al debate sobre el rendimiento. En H. Cebolla Boado y M. J. Larios Paterna (eds.), Inmigración y Educación (pp. 9-55). Madrid: Centro de Estudios Políticos y Constitucionales.
Cebolla-Boado, H. (2013). Introducción al análisis multinivel. Madrid: CIS.
Cebolla-Boado, H., González, A. (2008). La inmigración en España (2001-2007). De la gestión de los flujos a la integración de los inmigrantes. Madrid: Centro de Estudios Políticos y Constitucionales.
Coleman, J. S. (2001). Capital social y creación de capital humano. Zona abierta, 94/95, 47-81.
Crul, M., Schneider, J., Lelie, F. (eds.). (2012). The European second generation compared: Does the integration context matter? Amsterdam: Amsterdam University Press.
Defensor Del Pueblo (2003). Escolarización del alum- nado de origen inmigrante en España: análisis descriptivo y estudio empírico (en línea). http://www.defensordelpueblo.es/es/Documentacion/Publicaciones/monografico/contenido_1261584551261.html, acceso 20 de enero de 2016.
Fullana, J., Besalú, X., Vilá, M. (2003). Alumnes d’origen africà a l’escola. Girona: CCG Edicions.
Glazer, N. (1987). In search of excellence and equity in our nation’s schools. Harvard Educational Review, 57 (2), 196-199.
Gottainer, G., Biblarz, T. (2000). Family Structure and Children’s Success: A Comparison of Wi- dowed and Divorced Single-Mother Families. Journal of Marriage y the Family, 62, 533-49.
Hattie, J. (2009). Visible learning: A synthesis of meta-analyses in education. London: Routledge.
Heath, A., Rothon, C., Kilpi, E. (2008). The Second Generation in Western Europe: Education, Unemployment, and Occupational Attainment. Annual Review of Sociology, 34, 211-235.
Kao, G., Thompson, J. S. (2003). Racial and Ethnic Stratification in Educational Achievement and Attainment. Annual Review of Sociology, 29, 417-442.
Kao, G., Tienda, M. (2005). Optimism and achieve- ment: The educational performance of immigrant youth. En M. Suárez-Orozco, C. Suárez- Orozco, D. Baolian Qin (eds.), The new immigration: An interdisciplinary reader (pp. 331-343). New York: Routledge.
Kuehn, R. (2009). No sólo turistas y jubilados. Acerca de la (invisible) presencia de inmigrantes de Europa occidental en España. En D. Reher, M. Requena (eds.), Las múltiples caras de la inmigración en España (pp. 21-75). Madrid: Alianza.
LeTendre, G. K., Hofer, B. K., Shimizu, H. (2003). What Is Tracking? Cultural Expectations in the United States, Germany, and Japan. American
Educational Research Journal, 40 (1), 43-89.
Levels, M., Dronkers, J., Kraaykamp, G. (2008). Immigrant Children’s Educational Achievement in Western Countries: Origin, Destination, and Community Effects on Mathematical Perform- ance. American Sociological Review, 73 (Octo- ber), 835-853.
Marks, G. N. (2005). Cross-national differences and accounting for social class inequalities in education. International Sociology, 20 (4), 483-505. Martínez García, J. (2008). Clase social, tipo de familia y logro educativo. Papers, 87, 77-100.
OECD (2009a). PISA 2009 Assessment Framework. Paris: OECD.
OECD (2009b). Pisa Data Analysis Manual (en línea). http://www.oecd.org/pisa/pisaproducts/pisadataanalysismanualspssandsassecondedition.htm, acceso 24 de enero de 2016.
OECD (2010a). PISA 2009 Results: What Students Know and Can Do - Student Performance in Reading, Mathematics and Science (Volume I) (en línea). https://www.oecd.org/pisa/pisaproducts/48852548.pdf, acceso 24 de enero de 2016.
OECD (2010b). PISA 2009 Results: Overcoming So- cial Background - Equity in Learning Opportuni- ties and Outcomes (Volume II) (en línea). https://www.oecd.org/pisa/pisaproducts/48852584.pdf, acceso 24 de enero de 2016.
OECD (2011). How Are School Systems Adapting to Increasing Numbers of Immigrant Students? (En línea). http://www.oecd-ilibrary.org/education/how-are-school-systems-adapting-to-increasing-numbers-of-himmigrant- students_5k9h362hs646-en, acceso 24 de enero de 2016.
OECD (2012). Untapped Skills Realising the Po- tential of Immigrant Students (en línea). OECD Publishing. http://www.oecd.org/edu/school/programmeforinternationalstudentassess-mentpisa/pisa-untappedskillsrealisingthepotentialofimmigrantstudents.htm, acceso 24 de septiembre de 2015.
Özdemir, C. (2015). Relationship between equity and excellence in education: multilevel analysis of international student assessment data with a focus on turkey. Tesis inédita. Middle East Technical University.
Pfeffer, F. T. (2015). HHS Public Access. Social Science Research, 51, 350-368.
Portes, A., Aparicio Gómez, Haller, W. (2016). Spanish Legacies: The Coming of Age of the Second Generation. Los Angeles: University of California Press.
Portes, A., Rivas, A. (2011). The adaptation of mi- grant children. The future of children, 21 (1), 219-246.
Reyneri, E., Fullin, G. (2011). Labour market penalties of new immigrants in new and old receiving West European countries. International Migration, 49 (1), 31-57.
Rindermann, H., & Thompson, J. (2016). The cognitive competences of immigrant and native students across the world: An analysis of gaps, possible causes and impact. Journal of biosocial science, 48 (01), 66-93.
Salinas, J., Santín, D. (2012). Selección escolar y efectos de la inmigración sobre los resultados académicos españoles en PISA 2006. Revista de Educación, 358, 382-405.
Savage, L. (1988). Equality and excellence in educational discourse: the case of British Columbia. Policy Explorations, 3 (3), 9-18.
Schnepf, S. V. (2008). Inequality of Learning amongst Immigrant Children in Industrialised Countries. IZA Discussion Paper Series, 3337.
Serra i Salamé, C., Palaudàrias, J. M. (2010). Continuar o abandonar. L’alumnat estranger a l’educació secundària. Barcelona: Fundació Jaume Bofill.
Stanat, P. y Christensen, G. (2006). Where immigrant students succeed: A comparative review of performance and engagement in PISA 2003. París: OECD.
Van de Werfhorst, H. G., Mijs, J. J. (2010). Achievement Inequality and the Institutional Structure of Educational Systems: A Comparative Pers- pective. Annual Review of Sociology, 36 (1), 407-428.
Van Houtte, M. (2010). Promoting equity and excellence in education. En M. Van Houtte, P. Van Avermaet, K. Van den Branden (eds.), Equity and excellence in education: towards maximum learning opportuntinities for all students (pp. 1-20). New York: Routledge.
Zinovyeva, N., Felgueroso, F., Vázquez, P. (2013). Immigration and student achievement in Spain: evidence from PISA. SERIEs, 5 (1), 25-60.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Revista Española de Sociología
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
• The transfer of the copyright of the article to Revista Española de Sociología.
• The assignment to the Revista Española de Sociología of the rights of commercial exploitation of the article to third parties both in the offset and digital formats, as well as to the search engines and platforms that may serve as intermediaries for the sale or knowledge of the article.
