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International student mobility has been rising as a global phenomenon in the last few decades, while its impact could be various in different contexts. For the European Union (EU), studying in another EU member country could be regarded as an important factor for the solidarity and integrity of the Union. The current study elaborates on the role of studying abroad regarding the attitudes of people toward immigration in the EU. It shows that people who are studying in an EU member country, belonging to higher social classes and from EU15 countries, are more likely to have positive attitudes toward immigration. But after controlling several socio-demographic variables studying abroad still contributes positively to the attitudes of EU citizens toward immigration. Accordingly, current study provides promising pieces of evidence on the social contribution of studying abroad for both future research and policymakers.

Although the participation rates of females in science, technology, engineering, and mathematics (or STEM) education is poor in most Western countries, considerable differences across countries exist as well. This may be due to differences in the so-called gender achievement gaps, that is, delays of one sex with respect to the other. The variation in gender gaps in mathematics, science, and reading literacy, both across countries and across schools within countries, is explored in the present study using the PISA data. The results of multilevel analyses show the participation of women in tertiary STEM education to increase as the relative achievements of girls with respect to boys in secondary education improve. When the characteristics of schools and countries are examined in relation to the size of the gender achievement gaps, integrated educational systems are found to be more favourable to the achievement of girls than differentiated educational systems. (Contains 7 tables, 2 figures, and 9 endnotes.)

This paper examines how, when and where personal names are produced as 'migrant names'. Drawing on 21 interviews with young Irish and Latvian migrants in the UK, I demonstrate how mundane stories, linguistic details, and repertoires about migrant names are embodied, mobile, relational, and produce everyday social distinctions. Empirical analysis unpacks changes in naming stories throughout participants' multiple migration trajectories in Ireland, Latvia, the UK and beyond. I argue for a geographically sensitive take on migrant names because they are produced as such through recognisable repertoires of displacement and then re-emplaced in certain spaces and times. The paper makes three main original contributions. The first is to interdisciplinary literatures on names, specifically on the significance of temporal and spatial contexts and the relationalities underpinning the production of migrant names. Second, it brings to geographies of identities novel understandings of ethnic and national power relations in naming practices, including an emphasis on the process of ambiguous whiteness. Finally, I contribute much-needed methodological propositions on how to pseudonymise names in migration research. [ABSTRACT FROM AUTHOR]