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Quality and Equity Issues Related to the Integration of Immigrant Students in Education

Quality and Equity Issues Related to the Integration of Immigrant Students in Education. Petra Stanat Institute for Educational Quality Improvement (IQB) at the Humboldt-Universität zu Berlin. Immigrant students , education , success. Outline.

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Quality and Equity Issues Related to the Integration of Immigrant Students in Education

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  1. Quality and Equity IssuesRelatedtothe Integration of Immigrant Students in Education Petra Stanat Institute for Educational Quality Improvement (IQB) atthe Humboldt-Universität zu Berlin

  2. Immigrant students, education, success

  3. Outline Background: Multilevel perspective on immigrantstudents‘ educationalsuccess School successofimmigrantstudents in Australia: Evidencefrom PISA Potential determinants/correlatesofimmigrantstudents‘ achievement: Cultural identityorientations Compositionofthestudentbody in classrooms Language useandproficiency Controversial open question: Roleof L1?

  4. Background: Multilevel Perspectiveon Immigrant Students‘ Educational Success

  5. School Level Community Level Teaching Learning Socialization Development Teacher Level Student Level Classroom Level School Type Level System Level Societal Level Determinantsofimmigrantstudents‘ educationalsuccess: A multi-level perspective Stanat(2006), based on Bronfenbrenner‘s ecological model of human development (see also OECD, 2004)

  6. School Level Community Level Teaching Learning Socialization Development Teacher Level Student Level Classroom Level School Type Level System Level Societal Level Determinantsofimmigrantstudents‘ educationalsuccess: A multi-level perspective e.g.,immigration policies, shared attitudes towards immigration Stanat(2006), based on Bronfenbrenner‘s ecological model of human development (see also OECD, 2004)

  7. School Level Community Level Teaching Learning Socialization Development Teacher Level Student Level Classroom Level School Type Level System Level Societal Level Determinantsofimmigrantstudents‘ educationalsuccess: A multi-level perspective e.g., tracking, educational standards, monitoring Stanat(2006), based on Bronfenbrenner‘s ecological model of human development (see also OECD, 2004)

  8. School Level Community Level Teaching Learning Socialization Development Teacher Level Student Level Classroom Level School Type Level System Level Societal Level Determinantsofimmigrantstudentseducationalsuccess: A multi-level perspective e.g., school types as differential learning environments Stanat(2006), based on Bronfenbrenner‘s ecological model of human development (see also OECD, 2004)

  9. School Level Community Level Teaching Learning Socialization Development Teacher Level Student Level Classroom Level School Type Level System Level Societal Level Determinantsofimmigrantstudents‘ educationalsuccess: A multi-level perspective e.g., segregation, socio-structural environment, after-school programs Stanat(2006), based on Bronfenbrenner‘s ecological model of human development (see also OECD, 2004)

  10. School Level Community Level Teaching Learning Socialization Development Teacher Level Student Level Classroom Level School Type Level System Level Societal Level Determinantsofimmigrantstudents‘ educationalsuccess: A multi-level perspective e.g., composition of student body, school & classroom climate Stanat(2006), based on Bronfenbrenner‘s ecological model of human development (see also OECD, 2004)

  11. School Level Community Level Teaching Learning Socialization Development Teacher Level Student Level Classroom Level School Type Level System Level Societal Level Determinantsofimmigrantstudents‘ educationalsuccess: A multi-level perspective e.g., immigration background, stereotypes, differential expectations Stanat(2006), based on Bronfenbrenner‘s ecological model of human development (see also OECD, 2004)

  12. School Level Community Level Teaching Learning Socialization Development Teacher Level Student Level Classroom Level School Type Level System Level Societal Level Determinantsofimmigrantstudents‘ educationalsuccess: A multi-level perspective e.g., economical, cultural, social capital; language proficiency (in L2 and L1?); acculturation orientations Stanat(2006), based on Bronfenbrenner‘s ecological model of human development (see also OECD, 2004)

  13. School Level Community Level Teaching Learning Socialization Development Teacher Level Student Level Classroom Level School Type Level System Level Societal Level Determinantsofimmigrantstudents‘ educationalsuccess: A multi-level perspective e.g., “language-sensitive instruction”, language support Stanat(2006), based on Bronfenbrenner‘s ecological model of human development (see also OECD, 2004)

  14. School SuccessofImmigrant Students in Australia

  15. In termsofstructuralintegration … … completely different situation in Australiathan in most European countries.

  16. Proportion ofimmigrantstudents in selected countries (PISA 2012)

  17. Socialbackground(ESCS) ofstudents in selected countries (PISA 2012)

  18. Mathematicsperformanceandimmigrationbackground (PISA 2012)

  19. Mathematicsperformanceandlanguagespokenathome (PISA 2012)

  20. Motivation formathematicslearning (PISA 2012) in favorofimmigrantstudents in favorof non-immigrant students

  21. Attitudesand sense ofbelongingatschool (PISA 2012)

  22. In termsofstructuralintegration… … completely different situation in Australiathan in most European countries. • In Australia, structuralintegrationofimmigrantstudents in termsofachievementseemstobelargelyensured. • Partly due tosocietallevel:Differences in immigrationpoliciesaffectcompositionofstudentbody.

  23. Socialbackground(ESCS) ofstudents in selected countries (PISA 2012)

  24. In termsofstructuralintegration… … completely different situation in Australiathan in most European countries. • In Australia, structuralintegrationofimmigrantstudents in termsofachievementseemstobelargelyensured. • Partly due tosocietallevel:Differences in immigrationpoliciesaffectcompositionofstudentbody. • Yetsomechallengesassociatedwithimmigrationandintegrationmayneverthelessbesimilartothoseexperienced in other countries.

  25. NegotiationoforientationstowardcontextoforiginandorientationstowardcontextofresidenceNegotiationoforientationstowardcontextoforiginandorientationstowardcontextofresidence Acculturationorientations (Berry, 1980, 1997; Phinney, 1990) Orientation towardcontextoforigin Orientation towardcontextofresidence

  26. Negotiation of orientations toward context of origin and orientations toward context of residence … generalframework relevant for: • socialintegration • culturalintegration (e.g., languageuseandproficiency) • identification-relatedintegration • Central: Relevanceoftheseaspectsforstructuralintegration. • Focus ofpresentation: Identity andclassroomcomposition (andbriefly: language). (Berry, 1980, 1997; Phinney, 1990) Orientation towardcontextoforigin Orientation towardcontextofresidence

  27. Cultural Identity OrientationsandAchievement (Edele, Stanat, Radmann & Segeritz, 2013)

  28. Cultural Identity Cultural identityas sense ofbelongingto a socialgroup(e.g., Horenczyk, 2008; Phinney, 1990). • Most studies thus far focused on the role of immigrant students’ cultural identity for school-related adaption in terms of attitudes toward school, self-efficacy, self-reported grades (e.g., Altschul et al., 2008; Berry et al., 2006; Oyserman et al., 2001). • Studies have rarely used achiement measures. • Samples are rarely representative.

  29. Four cultural identity orientations: Theoretical assumptions Sense ofbelongingtocontextoforigin Sense ofbelongingtocontextofresidence

  30. Fourculturalidentityorientations: Theoreticalassumptions Sense ofbelongingtocontextoforigin Sense ofbelongingtocontextofresidence

  31. Fourculturalidentityorientations: Theoreticalassumptions Sense ofbelongingtocontextoforigin Sense ofbelongingtocontextofresidence

  32. Fourculturalidentityorientations: Theoreticalassumptions Sense ofbelongingtocontextoforigin Sense ofbelongingtocontextofresidence

  33. Fourculturalidentityorientations: Theoreticalassumptions Sense ofbelongingtocontextoforigin Sense ofbelongingtocontextofresidence

  34. Fourculturalidentityorientations: Theoreticalassumptions Sense ofbelongingtocontextoforigin Sense ofbelongingtocontextofresidence

  35. Current state of research • Findings of existing studies are heterogeneous. • Most studies focused on the role of cultural identity for school-related adaption in terms of attitudes toward school, self-efficacy, self-reported grades. (e.g., Altschul et al., 2008; Berry et al., 2006; Oyserman et al., 2001) • Studies with achievement as dependent variable are rare. • Samples are rarely representative. • First analyses in the context of the German PISA study 2009.

  36. Operationalization

  37. Operationalization not at all somewhatvery thepeoplefromthecountryofmyparents thepeoplefrom Germany Ifyourparentsweren‘tborn in Germany: Towhatextent do youfeelyoubelongtothefollowinggroups? (please tick onlyone box in eachrow)

  38. Database • German PISA 2009 sample • Target population: 15-year-old students • N = 6146 studentswithout an immigrantbackground • N = 2478 studentswith an immigrantbackground • N= 202 schools • Main testdomain: readingliteracy • (M = 500, SD = 100)

  39. Cultural orientations

  40. Relationshipbetweenculturalorientationsandreadingachievement bold= significantpartial regressioncoefficients (p < .05)

  41. Relationshipbetweenculturalorientationsandreadingachievement • Controlling forgender, SES, culturalpossessions, parents‘ education, languagespokenathome. • N = 7023, R2 = .22 bold= significantpartial regressioncoefficients (p < .05) Caution:N ofstudentswithinsomesubgroupsissmall.

  42. Cultural identityorientationsandachievement: Summary offindings • More than half ofadolescents in Germany report a sense ofbelongingtothecontextofresidence. • About 20% oftheadolescentsaremarginalized / indifferent. • Marginalization / Indifferencesseemstobeassociatedwithlowerachievement. • A lack identificationwiththecountryofresidenceseemstobeassociatedwithlowerachievement. • Hypothesis: Lack ofidentificationlikelytobemoreprevalent in Germany / European countries than in Australia Limitationsofthestudy: • Operationalizationofculturalidentitybased on twoitems. • Causalityunclear  longitudinal analysesnecessary (National Educational Panel Study). • Underlyingmechanismsunclear, such astheinterplayamongculturalidentity, language, andachievement.

  43. CompositionoftheStudent Body in ClassroomsandAchievement (Stanat, Schwippert & Gröhlich, 2010)

  44. School Level Community Level Teaching Learning Socialization Development Teacher Level Student Level Classroom Level School Type Level System Level Societal Level Determinantsofimmigrantstudents‘ educationalsuccess: A multi-level perspective e.g., composition of student body in classrooms Stanat(2006), based on Bronfenbrenner‘s ecological model of human development (see also OECD, 2004)

  45. Compositionofstudentbody in classrooms Proportion ofimmigrantstudents Proportion of non-immigrant students

  46. Assumptionsaboutcompositioneffects • The proportionofimmigrantstudentsmayhave negative effects on studentlearningfor a numberofreasons (for an overviewseeEksner & Stanat, 2010): • Fewerressources, lowerteachermotivation in schoolswithhigherproportionsofimmigrantstudents (e.g., Rumberger & Willms, 1992). • Lowerteacherexpectations (e.g., Westerbeek, 1999). • Lessexposuretolanguageofinstruction (e.g., Esser, 2006).

  47. Current state of research • During the last 15 years, a number of studies have tested student composition effects on achievement (e.g., Westerbeek, 1999; Opdenakker & Van Damme, 2001; Stanat, 2006; Thrupp et al., 2002). • The quality of the studies has increased over time (e.g., from cross-sectional to longitudinal studies). • Main research questions: • Does an immigration-related composition effect exist, independent of SES-related composition effects? • Can background-related composition effects be attributed to achievement-related composition?

  48. Database • KESS-studycarried out in Hamburg (Bos et al., 2004) • Longitudinal assessment: • T1 at end of 4th grade • T2 atbeginningof 7th grade • N= 10,447 studentswithdataforbothmeasurementpoints • N = 3744 studentswith an immigrantbackground • N = 2056 studentswhomainlyspeakanotherlanguagethan German athome • Focus ofanalyses: readingcomprehension • (M = 0, SD = 100)

  49. Classroomcomposition

  50. Results: Control variables at individual level bold= significantpartial regressioncoefficients (p < .05)

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