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In September 2022, former students and colleagues of Thomas A. Kochan organized a Festschrift, a "festival of writing," to honor his impact on Industrial Relations and related fields. The Festschrift generated more than two dozen articles and commentaries in a forthcoming book, as well as the four articles featured here in the ILR Review. These articles include "A Tale of Two Locals," focused on contrasting responses to the 2019 GM-UAW strike; "The Need for Speed," focused on the role of employers in immigrant work visa prioritization; "Incentives to Comply with the Minimum Wage," comparing enforcement in the United States and the United Kingdom; and "Gendered Job Search" focused on gender differences in reservation wages and job applications. The articles highlight the roles of labor, management, and government as actors in an industrial relations system. Together these articles and the additional collection in the forthcoming book exemplify Tom Kochan's leadership in advancing industrial relations theory, policy, and practice. [ABSTRACT FROM AUTHOR]

The article in the ILR Review honors George J. Borjas as a pioneer in the study of immigration economics and quantitative social science. Borjas' work is characterized by rigorous evidence and thoughtful analysis of migration decisions and their economic impacts. His research on immigrant selectivity, assimilation, and economic mobility across generations has had a profound influence on labor economics and empirical methodology. Borjas' approach combines deep reflection on economic theory with meticulous attention to data, making his work a valuable model for scholars in the field. [Extracted from the article]

Despite the pervasive impact of US imperialism, it is often ignored in US schools and teacher preparation programs. This paper introduces the concept of imperial evasion, which refers to the process of ignoring and denying imperialism and its effects. The authors argue that it is imperative that educators work to interrogate imperialist ideologies through curricula, and prepare future educators to disrupt such ideologies, policies, and practices in schools. Using a collaborative scholarly personal narrative approach, the authors discuss their experiences and approach to designing and teaching a course on migration and education at a US university. Ultimately, this paper responds to calls to disrupt imperial ideologies in education by (1) providing a framework for identifying and naming imperial evasion and how it operates through schooling; and (2) describing and reflecting on curricular and pedagogical approaches to disrupting such evasions in a teacher education course. [ABSTRACT FROM AUTHOR]

Access to core subject-area curriculum for students from immigrant backgrounds who are learning the dominant language of instruction has long been a barrier to equitable education around the world, especially in secondary schools. This article explores the promise of Complex Instruction (CI) to address barriers to access for such multilingual learners, demonstrating what they were able to do with language, literacy, and academic content in CI classrooms in one middle school in California. The article illustrates how the curricular and pedagogical structures of CI classrooms facilitated multilingual learners' academic engagement and opportunities for language development. It also warns that in order to recognise multilingual learners' successes, teachers' conceptions of language and literacy may have to change. [ABSTRACT FROM AUTHOR]

While research on the educational experiences of immigrant students typically focuses on their (responses to) educational challenges, there is a lack of research on understanding the academic risk-taking behaviors of immigrant students. This study addresses this gap by examining the mental risk-taking skills of Syrian immigrant students in Türkiye while learning mathematics. A case study approach is used in which 6 participants were selected using a criterion- and convenience sampling method. Data collection involved a demographic and open-ended questionnaire and semi-structured interviews, which were analyzed through a directed content analysis. The analyses suggest the importance of three main categories acculturation, risktaking, and task selection. The results highlight how cultural differences and educational transitions impact students' willingness to take risks in learning mathematics. The current study shows that immigrant female students do not hesitate to take risks while learning mathematics. In contrast, immigrant male students deny the existence of risk and, therefore, state that there is no risk to be taken. The discussion suggests implications for future research, educators and policymakers to support immigrant students' learning of mathematics. [ABSTRACT FROM AUTHOR]

The present study investigated cross-sectionally, through a mediation model, the role of perceived school context-related factors (school connectedness, peer acceptance) and cyberbullying involvement (as victim/bully) in school adjustment of native and immigrant students in elementary and secondary education. Overall, 819 elementary (50.2% immigrants) and 750 secondary school students (49.1% immigrants) from randomly selected schools completed self-reported scales regarding the variables involved. The results showed that both male and female immigrant students reported lower school adjustment than their native peers in elementary and secondary education. Among immigrant students school adjustment was lower in elementary than in secondary schools. Perceived school connectedness and peer acceptance contributed directly and positively to different dimensions of native and immigrant students' school adjustment. For all participants, and primarily for native secondary school students, cyberbullying involvement (as victims/bullies) negatively mediated between the perceived school context-related factors and school adjustment. Differentiated underlying psychological mechanisms could be considered within prevention actions to strengthen students' school adjustment, based on students' native/immigrant cultural background and level of education. [ABSTRACT FROM AUTHOR]

Schools today are multicultural organisations that are expected to promote equitable education for all students, and where teachers play a significant role in promoting inclusion. Students from immigrant backgrounds must negotiate new cultures and languages in addition to striving for inclusion. Teachers’ experiences may contribute valuable new knowledge regarding inclusion in education, especially during adolescence, which is a vulnerable time. This study investigated Norwegian lower secondary school teachers’ (N = 7) experiences of inclusion when working with immigrant students who had been transferred from introductory classes into mainstream classrooms. Results of the qualitative content analysis indicated that teachers use strategies such as facilitation of academic participation to create social attractiveness to promote academic and social inclusion. Further research is required to determine how immigrant students’ social and emotional functioning might best be supported in addition to language acquisition, and teachers require enhanced approaches to actively promoting inclusion in lower secondary school. [ABSTRACT FROM AUTHOR]

This critical ethnographic case study explores the impact of Performance-Based Assessment Tasks (PBATs) on high school dynamics and instructional practices, particularly in schools serving immigrant communities. PBATs, considered alternatives to standardized testing, have shown promise in enhancing student engagement, critical thinking, and college readiness. Drawing on interviews and fieldwork at four International High Schools, the study investigates how PBAT adoption influences day-to-day operations, teacher-student interactions, and school culture. Results reveal that PBAT implementation requires early investment in skill development and mentorship, transforming educators into facilitators and students into active learners. Moreover, the oral presentation aspect fosters multilingual proficiency. Despite challenges, PBATs offer a pathway to equitable assessment practices and educational transformation. Framed within a justice-oriented framework, this research highlights the potential of PBATs to create inclusive and empowering learning environments for immigrant and marginalized students. [ABSTRACT FROM AUTHOR]

This qualitative study examined how second-generation Latina immigrant students navigated to and through higher education, drawing on their community cultural wealth at a Hispanic-serving institution in South Central Texas. This study draws on interviews with nine second-generation Latina immigrant students (U.S.-born children of immigrants) and participant observation data collected on campus with four focal students. Findings show how second-generation Latina immigrant students who were also first-generation college students used their community cultural wealth (CCW) to navigate their postsecondary pathways. Students drew on their familial, aspirational, and linguistic capital. Implications for future research and practices are discussed. [ABSTRACT FROM AUTHOR]

Students of different ethnic backgrounds (e.g. refugees, immigrants) who also have special educational needs and/or disabilities (SEND) are considered as a 'high risk' group within the school context, whereas teachers do not realise how deeply the teaching process is embedded within their students' own cultures or the stigma or bullying they might face. The aim of the present study was to investigate the bullying experiences of SEND students with a diverse ethno-cultural background. Semi-structured interviews were conducted with 20 students (N = 20) with special educational needs and/or disabilities from different ethnic backgrounds who attended Greek public schools. The results of the study revealed that these students experienced either mostly direct (i.e. physical, verbal) or indirect (i.e. social, cyber bullying) bullying, or the combination of these two, or other types of bullying. Despite the limitations of the qualitative research methodology, descriptive differences were found concerning the frequencies and the means of the different types of bullying mentioned by the students. Findings of this study in Greece shed light on an unexplored dimension of bullying through the lens of 'student-victims' from this 'special group', unravelling students' thoughts and feelings for first time in the educational context. [ABSTRACT FROM AUTHOR]

In the context of European migratory flows, the inclusion paradigm gives education the responsibility of welcoming, integrating, and training students in an environment that defends humanistic values of equity, respect and dignity. In higher education, this requires institutions to implement inclusive educational policies, promote supportive cultures, and adopt practices that promote change, development, and individual and social well-being. This study examines inclusion variables and their relationship with well-being in a sample of 256 higher education students, including immigrant (n = 107) and non-immigrant (n = 149) students. Immigrant students reported lower perceptions of inclusion across policies (p < 0.001), practices (p < 0.05), and cultures (p < 0.001) compared to their non-immigrant peers. Furthermore, structural equation modeling analysis revealed that inclusive practices of teachers and institutions are significantly associated with the well-being of all students (β = 0.33, p = 0.032). These results highlight the need to implement inclusive educational strategies in both intervention and research. In this context, innovative approaches to participatory research stand out. These approaches must consider the diversity of students, create conditions that promote the well-being of the entire school community, and promote an academic environment that is agentive, relational, and empathetic, and which supports the integration of immigrant students. [ABSTRACT FROM AUTHOR]

The current study investigates the predictive relationships among demographic (arrival age, gender, SES), linguistic (exposure, home languages), and social-psychological (attitude, motivation, parental aspirations) factors and immigrant students’ plurilingual self-assessment (SA). The sample includes 160 French-speaking immigrant youth drawn from 6 Israeli schools. Drawing on holistic views of multilingualism, the study utilises a unique plurilingual ‘can-do’ instrument for examining students’ SA in three languages: (1) French, the heritage language (2) Hebrew, the school language and (3) English taught as a foreign language. Questionnaires were administered to collect information about the factors under investigation. Hierarchical regression analyses reveal a differential pattern of prediction of SA in French, Hebrew and English respectively involving analogous background variables, notably current language use, and those playing a language-specific role, e.g. integrative orientation to learn French and Hebrew. Moreover, SA in Hebrew and English were found to be significantly related, implying that SA of additional languages is interdependent. The results highlight the role of the sociolinguistic context and the specificity of each language as a source of variation in multilingual learning among immigrant students besides individual characteristics. The results imply that immigrants’ perceived plurilingual repertoire along with context-specific variables must be taken into account in their instruction and assessment. [ABSTRACT FROM AUTHOR]

This comparative case study explores how Albarko and Victor, two Black male students from immigrant backgrounds in the United States and Ireland, negotiated a sense of belonging through transnational community resources. Using data from two prior independent studies, this study advances understandings of immigrant identity that move beyond fixed notions of citizenship as aligned to the nation-state. We use positioning theory (Davies, Bronwyn, and Rom Harré. 1990. “Positioning: The Discursive Production of Selves.” Journal for the Theory of Social Behaviour 20 (1): 43–63) to trace the ways Albarko and Victor encountered interactive and reflexive positioning through two community resources – social media and sports – to become transnational actors who fluidly moved across local and global contexts. Implications for citizenship education researchers and practitioners are discussed. [ABSTRACT FROM AUTHOR]

Immigrant students bring to school multiple identities, shaped by language exposure at home and in school. The present study examined the relationship between the multiple identities of 264 immigrant students’ and their classroom engagement. Participants from French (n = 105), Russian (n = 63), English (n = 55) and Kuki (n = 41) speaking backgrounds in elementary, middle and high schools rated their current, preferred and future Israeli and heritage identities. Five identity clusters emerged: Strong Israeli (n = 27), Future Israeli (n = 43), Bicultural (n = 96), Current home (n = 49) and Strong home identity (n = 49). No differences were found among immigrant groups in terms of the identity cluster they fall under except for Kuki-Hebrew immigrants. Classroom engagement as measured by class attendance, participation, textbook use and assignment submission differed for the different identity clusters. Bicultural and Future Israeli identity clusters showed the highest engagement levels. Furthermore, younger students who opted for Current home identity exhibited the lowest engagement levels. The discussion argues for a multiple identities approach, challenging the conventional Home-School dichotomy used to study identity. This approach proposes using pedagogical approaches, such as translanguaging, to foster a sense of belonging and promote achievement among immigrant students by acknowledging their diverse linguistic and cultural backgrounds. [ABSTRACT FROM AUTHOR]

In this paper, we use the concept of intersectionality to explore the situation of culturally and linguistically diverse (CLD) students attending special education units or schools in Spain from 2009 to 2019. Using the general Spanish student population as our reference group, we calculate the relative risk index for CLD students in special education. In addition to revealing clear equity gaps, the results also indicate that gender intensifies both oppression and nationality effects, pointing to the existence of a mutable structure of inequality that has a stronger effect on male students from non-European countries, particularly Pakistan and the Dominican Republic. We conclude that educational trends, which remained unchanged during the years comprising the study period, reveal the historicity of educational inequality, confirming its structural, multifaceted and intersectional nature. As a possible means of overcoming the barriers faced by foreign students, we propose a reorganization of the conceptual framework of inclusion from an intersectional perspective. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

English learners are a very diverse population with unique academic, linguistic, social, cultural, and emotional needs. For decades, English learners in the USA have been found to perform significantly lower than their monolingual peers in standardized academic tests. Many efforts to address the academic and language needs of ELs have been documented in the extant literature; however, little research has been conducted on the effects of social mentoring on the diverse needs of ELs. In this paper, we summarize the results of a systematic literature review that examined the benefits, opportunities, and implications of social based mentoring programs for emergent bilinguals in either community or school settings. Although only five studies met our criteria for inclusion, these studies highlight the benefits of using social mentors to support the social, emotional, cultural, linguistic, and academic needs of ELs. Common themes of positive outcomes or reported experiences from participating EL youth or mentors are reported. In addition, we discuss implications of social mentoring under a transformative social-emotional learning (SEL) framework. Limitations of the existing research on mentoring for EL youth and recommendations for future research directions are also discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines how media outlets create a "border spectacle" (De Genova 2013) in schools, which contributes to the criminalization and deportability of undocumented immigrant students. Using content analysis, we studied n = 30 news articles that covered an incident in 2017 where two undocumented young men were accused of sexual assault and rape of a young woman in the school they all attended. This paper builds on the "school-to-deportation pipeline" by suggesting that, in addition to the zero-tolerance behavioral policies established by schools and teacher's racist behaviors, the media coverage of alleged criminal acts also play a role in the expulsion and criminalization of undocumented students. The analysis of the news articles highlights four types of media frames employed to criminalize the young men involved in the case prior to these allegations being addressed by a court of law: (1) immigrant youth as sexual predators; (2) immigration as a correlation to a criminal act; (3) parents as the real victims of the case; and (4) sexual assault victims as collateral damage. Each of these media frames are built on xenophobic tropes that have historically facilitated the marginalization of Black and Latinx people, but in this case, it specifically targets undocumented young men. Collectively, the four media frames exemplify how media create a "border spectacle" in schools, manufacturing a moral hysteria to further marginalize and criminalize undocumented youth. We argue that, as a result of schools becoming border spectacles, undocumented young people's fear of feeling targeted based on their "illegality" is intensified, and their sense of inclusion is hindered in an often thought to be safe and inclusive space for undocumented young people. [ABSTRACT FROM AUTHOR]

This study investigates the educational challenges faced by schools in immigrant-dense areas of Korea, reflecting the country's progression towards embracing a multicultural identity. By analysing survey data from 95 schools, this research highlights a pronounced emphasis on Korean language mastery and academic achievement to meet the adaptation needs of students from immigrant backgrounds. However, this focus tends to sideline students' broader developmental needs, such as career guidance and social engagement opportunities. The findings underscore the necessity for more inclusive educational policies and practices that address the multifaceted needs of all students. There is strong advocacy for transitioning towards growth-oriented support mechanisms, alongside fostering greater collaboration between schools, local communities, and policymakers. By contributing to the discourse on multicultural education, this study proposes a reenvisioned educational framework. This framework aims to nurture the holistic development of students, ensuring their success in a multicultural society by not only recognizing but also actively catering to their diverse educational and developmental needs. [ABSTRACT FROM AUTHOR]

Excellence gaps are differences in advanced education outcomes among student groups. This study replicates and extends an earlier study on the prevalence and magnitude of excellence gaps based on student sex and immigrant status using Grade 8 TIMSS data. Data were included for the 12 countries that have participated in each TIMSS administration from 1995 to 2019. The analyses provide evidence that overall rates of advanced performance in both math and science appear generally flat, with some intercountry variability. Regarding excellence gaps, sex gaps in science and immigrant gaps in mathematics trend to zero across countries with low intercountry variability. Sex gaps in mathematics are more mixed, both across the entire sample and among the 12 consistently participating countries. Immigrant gaps in science trend to zero but with more intercountry variability. Interventions that address policy, programming, and instruction can provide opportunities for students with advanced learning needs within school systems that often prioritize minimum competency. [ABSTRACT FROM AUTHOR]

AbstractBuilding on earlier developments in the field of inclusive education research, creating a sense of belonging and togetherness is seen as a necessary goal for schools, especially in times of crisis and unexpected outbreaks of war. Against this backdrop, the current qualitative study sheds light on Ukrainian refugee students’ self‑perceived social inclusion after their entry into the Austrian education system. To this end, 14 semi‑structured interviews were conducted with learners attending elementary and secondary schools. The results show that most, but not all participants enjoy going to school and experience positive social interactions with peers and teachers. In addition, results show that only half of new immigrant students report having friends with whom they can share personal thoughts and secrets, with those with friendships increasingly reporting that they have close contact with learners with whom they can converse in their first languages. [ABSTRACT FROM AUTHOR]

AbstractIn this study, we take a critical look at the degree to which the measurement of bullying and sense of belonging at school is invariant across groups of students defined by immigrant status. Our study focuses on the invariance of these constructs as measured on a recent PISA administration and includes a discussion of two statistical methods for assessing measurement invariance—multiple-group confirmatory factor analysis (MGCFA) and alignment optimization—. We discuss and illustrate how the alignment optimization method is optimal for handling data from large-scale international assessments like PISA. An acceptable degree of noninvariance was achieved for the two scales. [ABSTRACT FROM AUTHOR]

Although multilingualism is a major issue in educational policies, especially in states hosting a high number of newcomer immigrant students, there is limited research exploring the experiences of a multilingual group of newcomer students and how they use language in schools. This article draws on 112 interviews with students from an immigrant background across four high schools in Arizona and New York. We illuminate the role of language in shaping identity and inclusion. Through conceptualizing power and language ideology, we find that language ideologies and practices shape the perception of students' social interactions in school settings. Our findings also indicate that teachers' practices and school policies surrounding language(s) have the potential to affect how students view language in relation to their own identity and via social interactions. We contribute to an understanding of how language policies and ideologies shape the experiences and power dynamics of diverse, multilingual, immigrant-origin students. [ABSTRACT FROM AUTHOR]

In mainstream discourse about immigrant students in the United States (U.S.), the experiences of Black immigrant women in higher education are often neglected. As two Black, immigrant women raised in the U.S. who are familiar with higher education, we have insight into this understudied population. In this qualitative, collaborative auto-ethnographic study that spans early childhood education to doctoral education, we ask the following research questions: 1) In each author's experience, what aspects of U.S. society have made their educational attainment challenging? 2) What is the day-to-day life experience of a Black immigrant woman in higher education? and 3) In each woman's experience, what events are linked to racism and inequality in educational access in the United States? While there were certainly differences in our individual trajectories, we found four major commonalities in our personal education histories: the prominence of migration, the impact of familial support, the role of gender, and layered racialization. [ABSTRACT FROM AUTHOR]

The objectives of this study were to explore the multicultural acceptance of college students toward new immigrants and its influencing factors, the cognitive discrepancy between college students and new immigrants, and the reasons why college students exhibit prejudice, stereotypes, and social distance toward new immigrants. The questionnaire survey approach was applied for data collection. It was found that the stereotype of college students toward new immigrants was relatively positive. College students recorded a high multicultural acceptance toward new immigrants. However, in addition to the stereotype of college students toward new immigrants, there were significant differences regarding the cognition of college students and new immigrants. The results of this study confirmed the hypothesis that stereotype, prejudice, and social distance have significantly negative influence on multicultural acceptance. The findings of this study revealed that Taiwan is an immigrant society, and there should be greater tolerance and respect for married immigrants, to prevent conflicts between different ethnic groups. A good multicultural education would help Taiwan society accept new immigrants and establish social harmony. Practitioner points: In addition to the stereotype of college students toward new immigrants, there are significant differences for the other variables of cognition for the college students and new immigrants.The results of this study confirmed the hypothesis that the stereotype, prejudice and social distance have significant influence on multicultural acceptance.This study found that the students' willingness to get married (or not to married) have differences in nationality. [ABSTRACT FROM AUTHOR]

Despite the diversity and inclusion efforts of higher education institutions, immigrant and minority students frequently experience marginalisation that adversely affects their academic progress. In this article, we examine the under-researched population of immigrant women in Icelandic universities. Drawing on the intersectionality perspective, we focus on how sociocultural differences shape immigrant women's educational experiences. We explore how power relations and institutional whiteness play roles in either privileging or marginalising particular student populations. The data come from life-story interviews with 16 first-generation immigrant women from Africa, Asia, Europe and South America. We use thematic analysis to show how immigrant women face academic challenges and marginalisation in the forms of othering and (in)visibility based on gender, race, language and religion. Nevertheless, they demonstrate personal agency for their academic progress. The findings underline how discussions on (in)equity in Icelandic higher education would benefit from an intersectional approach. [ABSTRACT FROM AUTHOR]

The aim was to investigate the cohort trends of the experienced social connectedness in secondary school students between 2017 and 2021 and whether these trends vary by gender, school level and sociodemographic background. We used nationally representative Finnish data of 450,864 students in lower and upper secondary education. Social connectedness was measured by number of close friends, feelings of loneliness and sense of belonging at school. Adjusted regression analyses included year, gender, school level and sociodemographic factors (parental education, immigrant status of the student and urban-rural area of the school). The results showed that social connectedness declined from 2017 to 2021: 11% decline in having 3+ close friends, 15% increase in loneliness and 8% decline in belonging at school. The decline was especially large in girls and upper secondary school. Although some socio-demographically disadvantaged groups showed lower levels of social connectedness, there were differences by gender, school level and year. Many differences diminished because the more advantaged groups declined faster, i.e. moved towards the less advantaged groups. Declining social connectedness in young people is a worrying trend that requires a public health focus on the whole cohort while accommodating the variation by the individual and environmental context. [ABSTRACT FROM AUTHOR]

This manuscript examines multimodal storytelling as community inquiry for an urban high school class of 30 first‐ and second‐generation bi/multilingual immigrant students, most of whom maintained transnational connections. We share how these students, in an A.P. Research class, engaged in community‐based inquiry and utilized various multimodal artifacts from a university cultural heritage collection, including a field trip to the cultural heritage archives, to analyze signs and symbols. We asked: How did students engage with semiotic resources and approaches to support inquiry about their school and neighborhood communities? Findings showed that students drew upon their linguistic and cultural experiences to analyze signs and symbols, yet in their digital storytelling presentations some student groups chose signs and symbols that reified stereotypical views of their neighborhood despite their insider status in the local community. We offer recommendations for using cultural heritage artifacts to advance multimodal meaning‐making in teaching and research. [ABSTRACT FROM AUTHOR]

Objectives: Previous research has investigated cultural stress and well-being among individuals such as Hispanic college students and immigrants from other countries. However, there is a need to explore the impact of cultural stress among immigrants with a focus on the workforce. Method: Drawing from cultural stress theory, we present a theoretical framework that considers workplace context while exploring strategies that may mitigate the impact of cultural stress in the workplace, such as promoting diversity and inclusion, addressing biases and discrimination, and supporting employee mental health. Result: We provide actionable steps that can guide leaders to work toward a workplace where individuals develop a sense of belonging. Conclusion: This article provides a novel perspective on workplace diversity and inclusion that emphasizes the importance of considering cultural context in understanding and addressing workplace stress, with implications for psychology in the workplace. Public Significance Statement: This article proposes applying the concept of cultural stress theory to the immigrant experience in the workplace. It discusses how experiences and perceptions of discrimination influence the type of climate found in the workplace. It also proposes strategies that can help organizations create a diverse and inclusive work environment. [ABSTRACT FROM AUTHOR]

This paper explores the cross-national variation in the gap in university expectations between native and second-generation immigrant students and whether it is moderated by characteristics of the country of residence of children of immigrants. Three domains have been considered at the national level: the context of reception of immigration (legal status of non-national immigrants and views about immigration of the local population); labour market segmentation and education systems (external differentiation). The study tests the general hypothesis that settings that enhance individual autonomy and widen room for choice by removing formal and informal barriers that migrants and their descendants face in everyday life and in specific domains (education and labour market) are associated with a larger gap in university expectations that is favourable to children of immigrants (a larger 'immigrant advantage'). Applying a two-stage analysis to PISA 2015 data, results provide overall support for this hypothesis. More welcoming contexts of reception are associated with a larger immigrant advantage. External differentiation is negatively associated with it, both for students attending general and vocational tracks, especially the latter, as compared to non-tracked students attending common tracks. There is not a robust association between labour market segmentation and the university expectations' gap. [ABSTRACT FROM AUTHOR]

How could the technicality arising from eleven percent of students being excluded from a PISA test in Sweden trigger a polarized debate followed by investigations by both the OECD and national authorities? This question is explored in the study by drawing on discursive institutionalism, especially the concept of normative background ideas, communicative discourse, and the "power in ideas". Communicative discourses can be referred to as discourses explained by logics of position and logics of ideas. The normative background ideas are related to a critique or acceptance of receiving a high number of immigrants during a short period of time a few years before the 2018 PISA test was conducted. The concluding reflection poses the questions of at what point it is reasonable for newly arrived students to participate in the PISA test and whether the PISA test really measures the quality of the school system, as suggested by the OECD. [ABSTRACT FROM AUTHOR]

In this study, the effects of migration, which has become a current problem, on education and the problems experienced by students with migration were tried to be determined according to some variables. It is hoped that the determination of teachers' views on the educational problems of school-age children coming to Türkiye with immigration can contribute to future studies in this field. The research was conducted with qualitative method and case study design of qualitative research method was used. A semi-structured interview form prepared by the researchers was used as a data collection tool. The study group of the research consists of 50 teachers working in five primary schools in Bağlar district of Diyarbakır province and selected according to the criterion sampling technique. Main themes, sub-themes and codes were created by content analysis of the data obtained. It can be said that the most intensely experienced problems of immigrant students in terms of adaptation are inability to speak Turkish and communication, which is a predicted finding. In addition, having problems in socialisation, grouping, anger, aggression and culture conflict can be considered as another expected situation. While teachers were able to communicate with the migrant student after a certain period of time, it was found that they could not communicate with the family or had difficulty in this regard. Teachers should have knowledge about the culture of migrant students and use methods and techniques that integrate students. [ABSTRACT FROM AUTHOR]

Due to the increased mobility and linguistic and cultural diversity internationally, there has been a renewed interest in the linguistic practices of immigrant families. Earlier scholarship focused on the difference between parenting in monolingual contexts and bilingual parenting conceptualised as management of more than one language in a family. To better understand the complexity of language practices in immigrant families, this article develops a new concept of plurilingual parenting. This analysis is based on empirical data from Canada and uses plurilingualism as a theoretical framework. I found that immigrant parents adopt plurilingual parenting, which is characterised by the following features: (1) parental beliefs in the dynamic and fluid nature of language practices; (2) family language policies that are flexible and allow for partial proficiency in languages in familial linguistic repertoires; and (3) interconnectedness of language and culture. Implications include the possibility to use the concept of plurilingual parenting in the scholarship related to family language policy and identity negotiation in immigrant families. Educators working with immigrant students will benefit from the familiarity with the concept of plurilingual parenting by aligning their expectations with parental practices and appreciating students' funds of knowledge. [ABSTRACT FROM AUTHOR]

The number of immigrant students in Finland is increasing; thus, this qualitative case study investigates ways of providing targeted support measures for recently arrived Finnish language learners (RAFLLs) in Finnish lower secondary education. Focusing on linguistic responsiveness, the teaching arrangements and support measures are examined not only from a teacher perspective but also from the perspectives of municipality- and national-level actors by utilizing ecological systems theory. The findings revealed two themes, sustainability and holistic linguistic responsiveness, that reflect the core issues of the current challenges related to organizing teaching and support measures for RAFLLs. Sustainable support measures should be developed on and between all ecosystemic levels. Furthermore, measures for supporting RAFLLs must be developed with an all-encompassing linguistically responsive approach (LRA). The development processes require a more coherent dialogue between the schools, the municipalities, and the national-level actors. [ABSTRACT FROM AUTHOR]

Germany has undergone a significant transformation from a nation that saw itself as culturally homogeneous to a society characterized by diversity and immigration. The education system, however, continues to struggle to meet the needs of children and young people from diverse backgrounds. This manifests in forms of unequal treatment and discrimination that impede the effective integration and education of students from different ethnic, linguistic, cultural, and religious groups. This is particularly true for students from nonacademic, low-socioeconomic status backgrounds, as well as for students from immigrant families: categories that frequently overlap. However, there are promising educational interventions and initiatives that address issues of democracy, diversity, and equal opportunity in schools. I provide an overview of select issues in the production and reproduction of inequality in the German school system and in everyday teaching practices, with a focus on including students of immigrant origin. [ABSTRACT FROM AUTHOR]

This study was conducted to determine the problems faced by Syrian students under temporary protection in the educational process based on teachers' opinions and to provide solutions by examining the applications made by teachers to eliminate these problems. In this study, a phenomenological pattern, one of the qualitative research methods, was used. Research data was obtained through face-to-face interviews using semi-structured interview forms. The study group consists of 40 teachers working in kindergarten, elementary, secondary, and high schools, who were reached using the easily accessible case sampling technique, one of the purposeful sampling methods. To achieve the research purpose, answers were sought to the following questions: 1. According to the teachers' opinions, what do Syrian immigrant students face the main problems at school? 2. What are the teachers' practices to solve the problems that Syrian immigrant students face? The obtained data were analyzed using the content analysis method. According to the research findings, the main problems of Syrian immigrant students are classified as socio-cultural, language, family, COVID-19, psychological, structural conditions of schools, and institutional issues. Teachers' practices to solve these problems students face are determined as strengthening the physical and social structure of the school, teaching Turkish as a second language, and the role of family in education. According to the study findings, strengthening the physical structures of the schools and providing the necessary tools and educational materials will make it easier for Syrian immigrant students to learn and succeed in solving the problems they face in schools. In addition, improving the professional qualifications of existing teachers has emerged as an essential need. For this purpose, they must be supported by in-service training on vocational, inclusiveness and multicultural education. School-family-student cooperation has emerged as an effective way to solve problems. It is seen that creating a positive school climate with the school-family-student collaboration created by the efforts of some teachers makes a positive contribution to school commitment and education. This dissemination will facilitate the solution of problems. Since the study results are obtained from the participants' experiences and inferences, this study is expected to contribute to educational practitioners, policymakers, and related literature. [ABSTRACT FROM AUTHOR]

Compulsory secondary education is constituted as a stage of high risk or academic vulnerability for the immigrant population. This multiple case study examines difficulties and opportunities faced by seventeen immigrant schoolchildren in compulsory schooling education cycles as elucidated by the evaluative resources they employ as they construct a narrative discourse shaped by academic-professional transitions and expectations. Specifically, we focus on the semantic-discursive component of attitude, analysing its three levels of appraisal: affect, judgement, and appreciation. We conducted in-depth interviews with immigrants attending public high school in Chile and a collective participatory methodology, both of a biographical-narrative nature. The findings highlight the influence of various influential factors on student trajectories: the characteristics of the host country, the challenges posed by the pandemic, family support, racism, the role of teachers, and academic-professional aspirations. Regarding the obstacles, racist bullying is identified between the end of primary school and the beginning of secondary school, which coincides with the results of the literature reviewed. Regarding opportunities, the influential adult figure represented by parents and teachers is positioned as a decisive protective support in the development and progress of educational transitions. Similarly, the configuration of high academic-professional expectations functions as a predictor of educational success. [ABSTRACT FROM AUTHOR]

School mathematics is not universal. It produces and is produced by social norms. What is considered as normatively appropriate school mathematics may vary when immigrant students (re)produce school mathematics in transitions between school mathematical practices at home and at school. In this study, one group of primary school students and two groups of secondary school students were interviewed to investigate their experiences with school mathematics in transitions. In contrast to some previous studies, the present study reveals instances where students positioned their parents as mathematically knowledgeable. To some students, it was important to know mathematical concepts in the mother tongue to be positioned as knowledgeable in mathematical conversations at home. This suggests that pedagogical practices should not only facilitate the transition of students’ everyday experiences into mathematics classrooms but also explore how school mathematics can be transitioned out of school, particularly considering transnationalities where ways of knowing transcend national boundaries. [ABSTRACT FROM AUTHOR]

Introduction: Previous research has uncovered various inequalities for immigrant students in education systems worldwide. Yet, the degree to which diverse background factors, such as socio-economic status and prior educational trajectory, contribute to these educational disadvantages remains uncertain. Methods: Using data from the Flemish administrative database (2009-2019) on 48,340 mainstream students and 1,022 Newly Arrived Migrant Students (NAMS) across 685 schools, this study examines NAMS' passing and dropout rates in Flemish secondary education in comparison to the outcomes of their peers without a recentmigration background. Data included demographic background variables, school variables, and indicators of educational outcomes. Results: A cross-classified multilevel regression analysis showed that, after controlling for background variables, NAMS still show higher probabilities of failing a year and of dropping out. Moreover, the impact of SES is stronger for native students than for NAMS. Discussion: These results suggest the existence of a migrant background effect disadvantaging NAMS in Flemish secondary education. [ABSTRACT FROM AUTHOR]

This paper analyses interviews to explore translanguaging practices and views in Study Tutoring in the Mother Tongue (ST). ST is an internationally rare and under-researched support measure typically offered to newly arrived students in Swedish education. It is often referred to as ‘a space for translanguaging’ because in ST students meet a tutor proficient in their L1 to discuss subject matter using the L1 in alternation with L2 Swedish. ‘Translanguaging’ originally referred to a specific pedagogical strategy of language alternation but can now refer to either the framework of spontaneous translanguaging or that of pedagogical translanguaging. Spontaneous translanguaging is about encouraging in the classroom multilingual speech used in everyday communication. Pedagogical translanguaging, on the other hand, refers to various types of planned instructional strategies that alternate or compare languages to teach content and language more efficiently. This study indicates that, in ST, spontaneous and pedagogical translanguaging take place next to each other and cannot be seen as complete dichotomies. The tutors, however, view spontaneous translanguaging as a scaffolding means that should decrease over time. The tutors also use some crosslinguistic instructional strategies, but would benefit from receiving training so as to implement pedagogical translanguaging in a more planned and varied manner. [ABSTRACT FROM AUTHOR]

In Chile, the arrival of immigrant students has had significant consequences for teachers, who have had to adapt quickly and with few resources to a new school reality. This makes it relevant to study variables affecting their attitudes towards immigrant students. This work aimed to determine the role of outgroup anxiety and intercultural sensitivity in the relationship between cultural threat and attitudes toward multiculturalism at school in a sample of 190 primary and secondary education teachers. A sequential mediation model was carried out. Outcomes show the direct effect of cultural threat on teachers' attitudes towards multiculturalism at school, as well as its indirect effects through outgroup anxiety and intercultural sensitivity. The model explains 55% of the variability of the dependent variable. Results stress the importance of attending to the socio-cognitive and emotional processes affecting teachers' beliefs and attitudes regarding immigrant students to facilitate teaching work and school relationships. [ABSTRACT FROM AUTHOR]

In this piece, we grapple with the conditions of creating and sustaining liberatory, healing spaces connected to higher education, delivering our analysis through a fictive podcast format. We present three different scenes authored by undergraduates, tied together by common, intersecting threads of both struggle and resistance, community in/as healing amidst layered crises and traumas, and deep desires for universities to fulfill their potential as learning spaces of safety, structural critique and connection. We consider our individual and collective roles as faculty and program directors in these institutional settings, and the conditions that help and hinder opportunities for students to co‐construct or live into liberatory spaces. We also consider the threats to the sustainability and viability of these initiatives, as well as the disproportionate impact on minoritized students, staff, and faculty. These learnings are in line with research that highlights the importance of students' sense of safety and belonging, the role of student agency, and perspectives that position educators through the lens of accompaniment. [ABSTRACT FROM AUTHOR]

Inclusive schooling practices that support immigrant students with low language-of-schooling proficiency to actively participate in learning within mainstream contexts is crucial during the newly-arrived phase. The concept of reciprocal integration and its more recent evolution through the inclusive education movement, reframes school-community relationships as negotiable and re-positions young migrants as empowered navigators of new routes into school integration processes. This study conducted between 2017 and 2019 examines how four immigrant teenagers ('late arrivers' aged between 13 and 15) navigated mainstream learning in two schools during the newly-arrived phase, in two different educational contexts – France and New Zealand. A key aim is to see where educational conditions and individual learning behaviours intersect, as a way of highlighting how students respond to differing integration variables within these two school systems. Four case studies explore similarities and differences, comparing effects on students' experiences of integration. Findings identify, describe and explain a set of common best practices for newly-arrived immigrant teenagers in mainstream learning, with implications for teacher education in language-adapted approaches. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Comparative & International Education is the property of Canadian & International Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Racial microaggressions are subtle, often unintentional, and indirect forms of discrimination or insult directed at people based on their race or ethnicity. They can manifest as comments, behaviors, or environmental factors that convey negative stereotypes or biases. Asian Americans (AA) represent the fastest-growing population in the United States, with their numbers expected to continue increasing rapidly. However, the diversity within AA groups is often overlooked or inadequately described due to the pervasive model minority stereotype. The purpose of this study is to examine the racial microaggressions experienced by college students of Chinese descent. The outcomes of this research could help in understanding the social environment in which young Chinese immigrants live and could contribute to improving the environment to enhance their personal growth. This study has two research questions: 1) Does the perception of microaggressions among Chinese immigrants increase or decrease the longer they live in the U.S. 2) Do women experience more microaggressions than men?. [ABSTRACT FROM AUTHOR]

This arts‐practice research study explores what happens when preservice high school teachers (aka teacher‐learners) and local refugee communities engage in the co‐creation of art together via an arts‐and community‐based project. Grounded in social justice teacher education, the researchers conducted a 2‐week workshop in which participants included preservice high school teachers and local Yazidi community members who explored art in a museum together, spent time getting to know each other and their backgrounds, and re‐created some of their stories in the form of dance. Findings reveal a variety of ways in which the workshops helped teacher‐learners develop interculturality, increase understanding of migration, become more caring educators, and make personal connections that allowed them to disrupt stereotypes. In addition, the study includes the voices of Yazidi community members and what they want teachers to know about working with refugee children. [ABSTRACT FROM AUTHOR]