School networks and integration of migrant children in Russian schools

1. Sunbelt XXXI Sunbelt Social Networks Conference School networks and integration of migrant children in Russian schools Valeria Ivaniushina and Daniel Alexandrov Higher School of Economics - St Petersburg (Russia)

2. Long-term Project on Migrant Children in Russian Schools Mixed-method research: field surveys and interviews Pilot school survey in 2009 22 schools  64 classes  1200 students Survey of schools in St.-Petersburg in 2010 104 schools  419 classes  7300 students Survey of schools in Moscow metro area in 2010 – not yet coded 50schools  236 classes  3900 students Survey of schools in Moscow metro area in 2011 – planned 50schools  250 classes  4500 students

3. Research aim: to study factors affecting assimilation, integration and adaptation of migrant children in school Research question in this paper: is there social exclusion and de facto segregation of migrant children in students’ networks if controlled by other factors influencing friendship choices? Social exclusion is defined as the detachment of groups and individuals from social relations and the lack of their participation in the normatively expected activities. We research it through both socio-psychological perspective (“sense of belonging” etc.) and social networks perspective.

4. Labor migration to Russian Federation: from Middle Asia and from Caucasus

5. Questionnaire:Network Items on positive and negative relations

6. Questionnaire:Attitude Items • Anti-school attitudes • School is just a waste of time • My grades are more important for my parents and teachers than for myself • It is interesting for me to study in school (REVERSED) • Self-Perceived Popularity • I am not very much liked in the class (REVERSED) • My schoolmates often want to discuss their problems with me • If students in my class are doing anything, I am always in this group • Sense of Belonging • I can really be myself at this school • People here notice when I'm good at something • It is hard for people like me to be accepted here (REVERSED) • I am included in lots of activities at this school • Sometimes I feel as if I don't belong here (REVERSED)

7. Number of classes with a given number of minority children Data used for modeling For modeling we used complete networks of classes with three and more minority children – 80 classes(53 schools, 1575 students)

8. Variables: Gender Minority status Parental SES GPA Plans leaving school for vocational training Plans for higher education in the future Sense of belonging Self-perceived popularity Anti-school attitudes School type (gymnasium vs. standard) School Size Number of minority in class % of minority in class

9. Multilevel p2 model (Zijlstra, Van Duijn, Snijders) • assesses effects of individual, dyadic, and network characteristics on dyadic outcome probabilities • takes into account differences between classroom networks which may be explained by classroom characteristics • allows simultaneous analysis of multiple networks • Parametrization: • For interval variables (SES, GPA, attitudes): • Difference and Absolute difference • For binary variables (Gender, Minority status) • three dyadic covariates: • Sender Majority • Majority – Majority • Minority – Minority • (reference category Minority – Majority)

11. No effects: SES, Sense of belonging, Plans leaving school, School size, School type, Number minority in class, Percent minority in class

12. Further directions for analysis: Higher levels of network structure (Cliques) How self-perceived popularity related to “real” (measured) popularity Relations between network status in class and school achievement / aspirations

13. Thank you!