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This paper presents an overview of approaches and proposals to improve the integration of migrant children in schools in Spain and it is linked to the European research project Migrant Children and Communities in a Transforming Europe (MiCREATE). It focuses on a part of the research in which stakeholders were interviewed. Based on the needs of migrant children and practices already implemented in Spain, experts from different fields problematised and proposed improvements in current policies and practices in education. The main conclusions indicate that a more holistic and transversal approach to the inclusion of migrants is needed, as well as better coordination between institutions in different contexts and areas of action. This implies rethinking inclusive practices and involving children's families and taking their environment into consideration, as well as supporting educational practices that foster a sense of belonging among migrant children and their families in schools, the community, and society. Finally, the paper highlights the importance of gathering data from stakeholders in different fields of expertise and areas of action in order to obtain a more complex and insightful overview of the phenomenon under study.

This study is part of the QuamMELOT Erasmus+ Project, whose objective is to improve the educational and social inclusion of immigrant minors in general and unaccompanied foreign minors (UFM), through an online course for secondary school teachers with this type of students. This paper aims to analyse the stereotypes and prejudices about immigrant students in secondary education in three European countries: Spain, Greece and Italy. For this purpose, a content analysis of the products generated during the course by teachers has been carried out with a cross-sectional and structured methodology, focused on a descriptive-interpretative analysis according to the qualitative paradigm. The results show an increase in xenophobic statements as perceived by teachers. They believe that this is due to the impact of the global phenomenon of migration on the media, which affects everyday conversations, and a climate of fear exacerbated by populist voices in the political sphere. Moreover, through the analysis of the exercises proposed in the real class through the online course, it is interesting to observe the diversity of the students' reactions to a literary exercise that proposes a controversy about the "colonial difference" that still persists today. There is likewise awareness among teachers of a lack of methodological strategies to break down the prejudices and stereotypes that exist in their classrooms. It also highlights the need to raise awareness in the classroom about this danger, which is at the root of the principles of acceptance and multiculturalism on which Europe is founded.

This paper presents partial results of a broader investigation and focuses on describing a process of reification that took place at the heart of an immigrant community in Sant Mateu (Castelló, Spain), and that crystallised through the construction and management of a mosque. The theoretical framework draws on social learning theories, with a particular focus on situated learning and communities of practice. Regarding the method, the study follows an ethnographic, qualitative approach. We present the fieldwork procedures (participatory observation, interviews and focus groups) and analytical procedures (content analysis) followed in the research. The results recount the process this immigrant community followed to build the mosque, and the meanings for the community of the process followed and its culmination. Finally, the discussion and conclusions characterise this immigrant community as a community of practice where situated learning processes arise.

The paper provides an example of how immigration is constructed by receiving societies as a comprehension or language problem that requires special solutions. It focuses on the application of Easy-to-Read, a simplified register currently in expansion which addresses different groups of people with intellectual disabilities, to immigrants in Spain. Following a general introduction on the glottopolitical approach to migration processes and a historical overview of tendencies of discursive simplification in Europe and the Americas, the co-text of the term 'immigrants' in a corpus including drafting guides of Easy-to-Read, newspapers and websites of the supporters of this variety is analysed in the empirical part. Methods of semantic discourse analysis (semantic relations and prototype theory) allow to identify new meanings and categories that are constructed in the selected texts ('immigrant' as a co-hyponym of 'person with a disability').

While attracting international students is the declared objective of many countries of the global North, the regulation of movements of this migrant group does not escape the tensions that characterise policymaking on migration. This paper compares the evolution of student migration policies in three major European destinations--France, Spain and the UK--since the late 1990s. The aim is to evaluate whether policies in this area have converged or not, and the factors behind their evolution. Our findings suggest that despite common forces encouraging convergence, country-specific factors, such as countries' migration history and the political force in power, seem crucial in explaining important differences in actual policies across the three countries.

At its inception in 1993, the European Union (EU) did not consider education one of the pillars of its regional cohesiveness and identity. As time went by, recognition of the potential role of education at individual and social levels increased. This concern for education, however, is much more centred on the acquisition of knowledge and skills towards developing a competitive labour force than towards facilitating the integration of all citizens in the European community--a bias which is reflected in EU policies and recommendations. At local levels, communities need to offer educational opportunities to all members of society, irrespective of their social, cultural and linguistic background and their level of education. In many EU member countries, this kind of learning is offered by "popular universities" (PUs), which are not state-funded and run in close collaboration with their respective local communities. The authors of this paper carried out a qualitative survey, collecting data on PUs in Spain and France. Their purpose was to examine how European PU offerings align with community needs, and to what extent they address emerging issues such as immigration, the refugee crisis, an aging population and youth unemployment. In the evaluation of their comparative survey, the authors link the grassroots approaches of PUs in Spain and France to the broader European Union (EU) discourse on lifelong learning (LLL) as seen in policy documents such as the European Commission's "Memorandum on Lifelong Learning". Finally, they examine the ways in which PUs' approach to LLL works to contest the dominant consensus on the meaning and scope of lifelong learning, offering an alternative way forward.

This paper presents the results of a study of prejudice against immigrants in secondary schools in the Basque Country, in Spain. We carried out a review of the best-known questionnaires and catalogues on prejudices regarding immigration and we drew up a new questionnaire, with positive and negative scales of prejudices, in order to apply them to secondary school students in Euskadi (the Basque Country). We analysed the responses of almost 1500 students and thus obtained results for the main types of prejudice that exists amongst the students. We subsequently examined these prejudices and compared them with the scientific data, reports and other research that have generated much debate. As a result of this research, we have made available to educators, both inside and outside the classroom, the basis for drawing up strategies and plans for educational interventions with secondary school students. We propose a solid foundation for undertaking an educational programme that will be useful for combating prejudices and xenophobia in schools.

Spain has one of the highest levels of early school leaving and educational failure of the European Union. The purpose of this paper is to analyse the anatomy of early school leaving in Spain and its characteristics. In order to do so, in the first part we discuss the measurement problems related with this concept and the evolution of drop-out rates in Spain. We argue that the published figures of early school leaving slightly underestimate the phenomenon, and discuss the impact of the increase in immigration rates on the level of educational failure and its very unequal distribution in terms of gender. In a second part, using data from the Labour Force Surveys of 2000 and 2007, we explore the factors behind educational failure by means of a logistic regression. The results of this model confirm the explanatory power of social reproduction hypotheses, but also show that there are important aspects of the patterns and recent evolution of early school leaving which cannot be explained by a single theoretical approach. (Contains 2 tables, 3 figures, and 4 notes.)

People use mental shortcuts to simplify the amount of information they receive from the environment. Heuristic reasoning can be included among these mental shortcuts. In general, heuristics is useful for making fast decisions and judgements, but in certain cases, it may lead to systematic errors because some relevant aspects presented in the given information are ignored. Heuristic reasoning is unconscious, that is, people are not aware of using it. The aim of this paper is to analyse in which ways these shortcuts affect the construction of judgement about immigration and ethnic diversity. For example, if the wrong strategy is chosen or some relevant information is ignored, we are likely to make decisions and judgements influenced by stereotypes and distorted images of reality (of immigration). (Contains 1 note and 4 tables.)

Introduction: During the past academic year in Spain, more than 500,000 immigrant students were enrolled in primary and secondary schools. School is one of those places available to society for creating spaces for coexistence and for changing attitudes. The teacher plays a very important role in this task. In this paper we will observe opinions and attitudes of future teachers regarding immigration, and particularly immigration at school. Method: In order to analyze these attitudes, we have developed two instruments: the scale of attitudes towards immigration and the scale of attitudes towards multiculturality at school. In order to analyze the psychometric characteristics of these scales we worked with 300 students in Teacher Training at the Universities of Extremadura (Spain) and of Evora (Portugal). For data analysis related to this work we selected 200 students at the University of Extremadura. Results: Both attitude scales have very acceptable psychometric characteristics. There were significant differences in the factor "Negative Social Distance" associated with the variables for type of degree program and for knowledge of, or lack of knowledge of, an immigrant group. There are significant correlations between the total scores and scale factors. Discussion: For an explanation of differences associated with type of degree program, one must look into academic and preparatory criteria, and even consider the entrance profile which differentiates students in one degree program from another. Students unfamiliar with an immigrant group maintain more negative attitudes. This fact agrees with research which considers positive contact with immigrants and having immigrant friends as factors that reduce perceived threat and reduce prejudice and discrimination. The most negative perception towards immigrants is found toward North Africans, as opposed to Latin Americans, thus confirming prior research. Finally, significant correlations between the two scales and their factors confirm the need for future teachers, during their time at university, to be made aware of the importance of their beliefs towards immigration and how these will influence a multi-cultural classroom. (Contains 8 tables.)

When history professor Jose Portillo returned to his car parked on the campus of the University of the Basque Country one afternoon in December 1998, he found that it had been set on fire. He immediately suspected that the ETA, the Basque separatist movement, was responsible. "I was a university professor," Portillo explains, "but I also wrote news-paper articles criticizing radical nationalism." A specialist in modern and contemporary Spanish, Basque, and Latin American history, Portillo had taught at the university since 1989. He was also active in a group called Basta Ya (That's Enough) that encouraged citizens to protest the violent acts of the ETA. Founded in 1959, the ETA aims to establish an independent socialist Basque state spanning an area of northern Spain and France's southern Atlantic coast. During its campaign, the organization has killed more than eight hundred people, including journalists, academics, police officers, judges, politicians, and businesspeople. The group's favored techniques are car bombings and assassinations.

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Considers current thinking about intercultural attitudes in Spain to demonstrate reasons why the Spanish approach to interculturalism, particularly in schools, has not been at the forefront of societal, governmental, or educational thinking. Discusses the dangers of ignoring immigrants' needs and abilities within the community and the opportunities that are being missed in education by cultural myopia. (GR)

Secularism and the public management of religious diversity have gone hand in hand in public and academic debates in recent decades. Meanwhile, many of the elements related to secularism and the presence of religions in western societies have been conditioned by the migratory phenomenon. At the same time, Spain has been exposed to a relevant qualitative change in its socio-religious composition, evolving from a mainly Catholic society to a less religious and more diverse one, equating to other European societies. Many controversial issues have arisen in recent decades, such as the role of religion in the public life, the relations between religion and the state and the emergence of a more plural society, having a special role the migratory phenomenon. This contribution approaches these issues through analysis of the linkage between migration and religious diversity studies within a secular framework. The paper aims to analyze this reality, focusing on the main research trends in PhD studies in the past 20 years. The article reveals a growing interest in doctoral research from a multidisciplinary perspective in the field of religion and international migration, the contexts in which this research has been carried out, as well as its main themes and methods of approach. The intent is to study the religious phenomenon linked to immigration, because this reflects, at least to a certain extent, the concern for understanding the presence of religion in an increasingly secular society, such as in Spain. [ABSTRACT FROM AUTHOR]

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This paper reports on interviews with 13 mothers and expectant mothers who had immigrated from Latin American countries and were living in Asturias, Spain. The purpose of the study was to investigate the Latinas' postimmigration perceptions, attitudes, and experiences. Qualitative analysis revealed several themes in the women's interview responses. Two of those themes - postimmigration challenges and opportunities found in Spain - are the focus of this paper. Evidence of three main types of challenge and three main types of opportunity is provided based on the Latinas' responses. A discussion section follows, relating the women's perceptions of challenges and opportunities to circumstances in Spain and differences in Spanish and Latin American cultures and societies. [ABSTRACT FROM AUTHOR]

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The paper uses micro-data from the Spanish National Immigrant Survey to examine an uncharted question: are multilingual immigrants superior at learning the destination language? The article adopts an instrumental variable (IV) approach where the number of foreign languages known by the immigrant is instrumented using the following variables: (1) the number of nationalities of the immigrant's father and (2) the number of foreign countries where the individual has settled prior to his arrival in Spain. Above all, these instruments pass well several validity tests. The IV estimates show that for every additional foreign language learned by the immigrant the probability of being proficient in the destination language—Spanish—increases by 10.7%. This effect is equivalent to multiple years of formal education, to living in Spain for more than 4 years, and as important as having a mother tongue linguistically close to Spanish. We find mild evidence that women reap larger benefits from multilingualism than men (13.0 against 10.0%). [ABSTRACT FROM AUTHOR]

Purpose – Much of the literature on immigrants' cash-welfare benefits use has focused on countries with a large tradition of receiving immigrants and with well-established welfare states. The purpose of this paper is to contribute to this literature by analyzing differences in cash-welfare benefits receipt between immigrants and natives and their determinants in Spain, a country with a small level of social assistance and a welfare state heavily reliant on conditioned access to pensions; and an unprecedented immigration boom. Design/methodology/approach – Different probit models of social program intake are estimated for immigrants and native-born individuals using pooled cross-sectional data from the 1999 to 2009 Spanish Labor Force Survey (LFS). Findings – Results show that a negative residual welfare gap exists and that it is mainly driven by recently arrived immigrants, whose legal status or insufficient contribution is likely to hamper participation in social programs. In addition, it is found that immigrants with more than five years in the host country are more likely to receive unemployment benefits than natives, consistent with findings in other countries. These findings hold, regardless of immigrants' continent of origin. Research limitations/implications – Return migration related (or not) to an amnesty may be worrisome, as both return migration and under-reporting of immigrants may generate deterministic biases in an analysis. Although the direction of the biases caused by return migration is not always obvious, sensitivity analysis has been undertaken to evaluate the extent of this problem by comparing the population sizes for the different entry cohorts of immigrants at each LFS. While there is some variation in sizes across LFS, no clear pattern is observed that would raise major concerns of return migration (as there are no regular patterns for decreases in cohort sizes). Nonetheless, for this to be a problem, it needs to generate a deterministic bias in any analysis. Analyzing the demographic characteristics of the different cohorts of immigrants at each of the different LFSs only reveals small changes across surveys; in essence, the socio-demographic characteristics of the cohort remain quite stable across surveys, implying that no deterministic bias would emerge in an analysis. Originality/value – The paper highlights the relevance of accounting for cohort of arrival in the host country, especially when welfare benefits are based on workers' contribution. Indeed, failure to account for this would lead to the conclusion that immigrants are less likely to receive unemployment insurance (UI) benefits than natives. However, once cohort of arrival is included as a covariate, this paper finds that the lower UI intake is explained by the most recent immigrants, as their legal status and lower contributions hamper participation in social programs. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to analyse immigrant-native wage differentials in Spain. Design/methodology/approach -- The paper exploits the Earnings Structure Survey 2006, which is the first nationally representative sample of both foreign and Spanish employees. Using the Machado-Mata econometric procedure, wage differentials between locals and foreigners are decomposed into the gap related to characteristics and the one due to different returns on endowments (i.e. discrimination). Findings -- The paper finds that, in absolute terms, the latter component grows across the wage distribution, reflecting the existence of a kind of glass ceiling, consistent with the evidence of over-education found in previous research. Originality/value -- The paper for the first time explores earnings differentials between immigrant and Spanish workers using a nationally representative database. In addition, standard errors are computed in order to determine if the gaps are statistically significant, a task not addressed by previous works. Finally, the work is relevant as Spain has become a host country only a few years ago. [ABSTRACT FROM AUTHOR]

This paper presents new evidence that immigrants have better health than natives upon arrival to their destination. It analyzes a very interesting episode in international migration, namely the exodus of Ecuadorians in the aftermath of the economic collapse in the late 1990s. More than 600,000 Ecuadorians from 1999 to 2005 left their homeland, most relocating in Spain. Using information from the birth certificate data, the paper compares the birth outcomes of immigrant women in Spain not only to that of natives at destination, but to that of natives in Ecuador and immigrants from other nationalities in Spain. These comparisons suggest that the better health at birth of children born to immigrants from Ecuador partly responds to the selection of healthier women into migration. [ABSTRACT FROM AUTHOR]

What happens to race when racial vocabulary disappears? This paper leverages a sudden change in the Spanish social science curriculum in the 1990s to empirically trace how the removal of the language of race, and the negation of biological race, changes the ways the books portray human differences. Through the analysis of 82 textbooks from 1975 to 2017, I find that a racial classification system is replaced by one based on cultural categories. Yet, far from moving away from polygenistic beliefs about human nature, culture continues to reproduce the same social hierarchies previously associated with a phenotype. Because the books present culture as a scientifically valid classification system, the use of culture legitimizes and entrenches those same beliefs in racial differences. The findings have implications for our understanding of colourblind ideologies, and for the study of race relations in European contexts. [ABSTRACT FROM AUTHOR]

This paper examines the effect of immigration on workplace safety, an understudied outcome in the literature. We use a novel administrative dataset of the universe of workplace accidents reported in Spain from 2003 to 2015 and follow an instrumental variables (IV) strategy based on the distribution of early migrants across provinces. Our results show that the massive inflow of immigrants between 2003 and 2009 reduced the number of workplace accidents by 10,980 for native workers (7% of the overall reduction during that period). This decline in workplace accidents is driven by Spanish-born workers shifting away from manual occupations to occupations involving more interpersonal interactions. Immigrant flows during the economic crisis (2010–2015) had no impact on natives' workplace safety. The scarcity of jobs during that period may have prevented shifts between occupations. Finally, we find no effects of immigration on the workplace safety of immigrants. These results add a previously unexplored dimension to the immigration debate that should be taken into account when evaluating the costs and benefits of migration flows. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to measure the effect that knowing the Catalan language has on individuals' comparative advantage to perform certain jobs in Catalonia (Spain), where Catalan and Spanish coexist. Design/methodology/approach – Using census data for 1991 and 1996, and for individuals born in Spain, the paper first estimates a Probit model for individuals' level of Catalan proficiency in order to correct for the possible endogeneity of Catalan knowledge, as it may be jointly determined with occupational selection or be a reflection of unobserved human capital or innate ability. Then, it estimates a bivariate Probit model for the probability of choosing a given occupation conditional on a given Catalan proficiency level. Findings – The paper finds that advanced proficiency in Catalan reinforces selection into being employed, being an entrepreneur, and into white-collar occupations and communication-intensive jobs. Being able to read and speak Catalan increases selection into white collar occupations by between 11 and 16 percentage points, while writing Catalan increases by 4 to 7 percentage points the probability of engaging in services, and government and educational activities. Practical implications – Because census data are cross-sectional panel effects on language selection cannot be analyzed. Nevertheless, the paper's results suggest that investing in learning the local language, at the firm and the government level, improves job matching and assimilation of workers to multilingual economies. The authors suggest a cost-benefit analysis to assess the effectiveness of language policies for further research. Originality/value – The results contribute to the scarce literature on the economic value of a language, i.e. on how much language knowledge as a form of human capital reinforces individuals' comparative advantage to perform certain tasks. [ABSTRACT FROM AUTHOR]

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Purpose - The aim of this paper is to offer new empirical evidence for Spain about the transition into self-employment or paid employment of potential entrants to the labor market and their duration in both segments of the market. Design/methodology/approach - The econometric methodology consists of estimating discrete-choice models and survival models, controlling for personal characteristics, job characteristics, and unobserved heterogeneity. Findings - One of the main results of this paper is that the immigrants are a disadvantaged group with regard to entry into self-employment as a first job. Moreover, once they enter self-employment, they are more likely than native Spaniards to exit from it. Practical implications - The results obtained in this paper are of interest to policy makers seeking to design economic policies that promote the assimilation of immigrants into the Spanish labor market. Originality/value - The topic discussed in this paper and the distinction made by the workers according to nationality is unknown in economic literature in Spain. [ABSTRACT FROM AUTHOR]

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This paper presents estimates of the impact of host language proficiency on the probability of immigrants having an employment. The article uses data from the Spanish National Immigrant Survey and relies on two complementary econometric approaches, a 2SLS instrumental variable model and a bivariate probit model. Host language proficiency is instrumented using Bleakley and Chin (Rev Econ Stat 86:481–496, 2004) strategy, which exploits the fact that younger children learn languages more easily than older ones. Average treatment effects indicate that host language proficiency raises the probability of having a job by about 15 and 22 percentage points among men and women respectively. However, local effects can be more than twice as large. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to examine immigrant self-employment in Spain. The study aims to determine the likelihood of immigrants being self-employed, the differences between Spaniards and immigrants in terms of self-employment and differences among immigrants from different regions of origin. Design/methodology/approach – Data from the Labour Force Survey for 2005-2011 are used for a descriptive analysis of self-employment. Logit regressions allow us to study the determinants of immigrant self-employment. Findings – Unlike research conducted in other countries, the rate of immigrant self-employment in Spain is lower than that of nationals, although differences exist according to the region of origin. Men and older individuals are more likely to be self-employed. Those with higher levels of education are also more likely to be self-employed – this may be attributable to the decreased availability of skilled positions for immigrants. Research limitations/implications – The sample size does not allow for differential analyses regarding the region of origin or the existence and influence of enclaves. Practical implications – Self-employment may be an opportunity for immigrants to improve their position in the labour market, especially in the case of highly skilled workers. Originality/value – In Spain, analyses of immigrant self-employment are rare and generally focus on case studies. However, this study covers the whole population within a highly specific economic situation. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to approach a new aspect of the assimilation of immigrants in Spain. In particular, it is analyzed the effect of the type of contract on immigrant wages. The data used in this analysis come from the Spanish National Immigrant Survey, which was conducted by the Spanish Statistics Institute (INE) between 2006 and 2007. Design/methodology/approach – First, the methods and econometric specifications applied develop a wage model where the variable “contract type” is considered as an endogenous regressor. Second, the average wage gap between temporary and permanent workers is decomposed between a portion attributable to differences in characteristics and another to differences in coefficients. Findings – It is found that workers with a permanent contract received a wage premium with respect to temporary workers even for equal work and equal productivity. Social implications – Results indicate the importance of job stability for the integration and assimilation of immigrants in Spain, and offer an economic argument to support labour policies that encourage stable employment relationships. Originality/value – This paper takes a novel approach of the assimilation of immigrants in the Spanish labour market. [ABSTRACT FROM AUTHOR]

Spain is one of the eight EU-27 countries that failed to reduce early school leaving (ESL) below 10% in 2020, and now faces the challenge of achieving a rate below 9% by 2030. The determinants of this phenomenon are usually studied using cross-sectional data at the micro level and without differentiation by gender. In this study, we analyse it for the first time for Spain using panel data (between 2002 and 2020), taking into account the high regional inequalities at the macroeconomic level and the masculinisation of the phenomenon. The results show a positive relationship between ESL and socio-economic variables such as the adolescent fertility rate, immigration, unemployment or the weight of the industrial and construction sectors in the regional economy, with significant gender differences that invite us to discuss educational policies. Surprisingly, youth unemployment has only small but significant impact on female ESL. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to quantify the wage gap between native and immigrant women in Spain, taking into account differences in their characteristics and the need to control for common support. If immigrant women are segregated in occupations with few native women, it is important to take this into account to analyse wage differentials between both collectives. Design/methodology/approach – Microdata from the Continuous Sample of Working Histories (Muestra Continua de Vidas Laborales) on wages and other personal characteristics such as gender, country of origin, and age were used to apply the matching procedure and the decomposition of the wage gap, along the lines of Nopo, for the analysis of wage differentials between native and immigrant women. The advantage of this procedure is that one can simultaneously estimate the common support and the mean counterfactual wage for the women on the common support (i.e. comparing native and immigrant women with similar observable characteristics). In addition, differences not only at the mean but also along the entire wage distribution can be described. Findings – The results obtained indicate that, on average, immigrant women earn less than native women in the Spanish labour market. This wage gap is bigger when immigrant women from developing countries are considered, but the authors' main finding is that an important part of this wage gap is related to differences in common support (i.e. immigrant women are segregated in certain jobs with low wages different from those occupied by native women). If the need to control for common support is neglected, estimates of the wage gap will be biased. Originality/value – Studying the case of Spain is particularly interesting because it is a country with abundant and recent immigration. Immigrant women account for more than half of the total immigrants in Spain, and unlike other host countries, they come from a highly varied range of countries, with origins as diverse as Latin America, the Maghreb and Eastern Europe. To the authors' knowledge, no other study has explicitly focused on the analysis of the wage differential of immigrant women in the Spanish labour market by taking into account the need to control for common support. Moreover, published papers illustrating the potentiality of Nopo's methodology are also very scarce. [ABSTRACT FROM AUTHOR]

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The aim of this paper is to share the conclusions of a recent ethnographic study carried out in Madrid from 2005 to 2008 to analyze the effects of a program implemented by the Community of Madrid, Spain, to address diversity in schools. The Program was given an English name - 'Welcome Schools' - and was aimed at preparing children recently arrived from outside Spain for entry into the regular school system. The Program was implemented through different measures, including (in English) 'Linking Classrooms.' Linking Classrooms are separate classrooms for immigrant children in regular schools where they are taught Spanish for a period of up to nine months, after which the children are supposed to enter the regular school system (preferably in the same school, but this is not always possible) and follow the Program without any other official support. This paper aims at analyzing the aims of the Welcome Schools Program and, given these, what the Program solves and what it leaves unresolved. The paper ends with a general discussion of immigrant student opportunities with respect to participation in the host society. What I shall present here are the final conclusions of this analysis. [ABSTRACT FROM AUTHOR]

Globalisation and its consequent economic restructuring have implications at the local level. At the same time historical paths and traditions, embeddedness of local actors and institutional factors have all become significant in explaining different neighbourhood trajectories and, particularly, the patterns of urban segregation that emerge following economic restructuring. Given the unusual nature of the Spanish housing model and the massive arrival of immigrants since the end of the 1990s, this paper explores the urban effects of immigration settlement patterns in the context of a market dominated by owner-occupation and a unique framework of social housing policy. Purchase of permanent residences is an essential step in the housing careers of the Spanish population but also for immigrants to Spain. The paper analyses the extent to which this influences urban segregation patterns and neighbourhood characteristics in Spain. Barcelona is referred to as a case study, to illustrate the influence of the existing housing system in the process of the accommodation of newcomers. [ABSTRACT FROM AUTHOR]

In this paper, I measure the contribution of knowing Catalan to finding a job in Catalonia. In the early 1980s, a drastic language policy change ( normalització) promoted the learning and use of Catalan in Catalonia and managed to reverse the falling trend of its relative use vs Castilian (Spanish). Using census data for 1991 and 1996, I estimate a significant positive Catalan premium: the probability of being employed increases between 3 and 5 percentage points if individuals know how to read and speak Catalan; it increases between 2 and 6 percentage points for writing Catalan. [ABSTRACT FROM AUTHOR]

This study analyses the representation of immigrants in four Spanish national newspapers,El País,El Mundo,La RazónandABC, between 1 June 2013 and 31 June 2014. Seven days per month were randomly selected, each corresponding to a different day of the week; 91 editions of each paper, 364 in total, were analysed. Of the 289 items relating to immigrants, 179 in which one or more photographs appeared in addition to text were chosen for analysis. Among the main results, two stand out: first, immigrants do not usually have an opportunity to communicate directly with readers and, secondly, the treatment of news items on immigration by the four Spanish newspapers is variable. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyze the relationship between immigration and redistributive public spending by using the recent, massive arrival of immigrants in Spain. Specifically, we focus our analysis on the effect of 1998-2006 changes in local immigrant density on contemporaneous changes in municipal spending in social services. To address the potential endogenous location of immigrants, we adopt an instrumental variables approach that uses the distribution of rental housing in 1991 to predict the location of immigrant inflows. The results indicate that (per capita) social spending increased less in those municipalities that recorded the largest increases in immigrant density. We interpret our results as a reduction in natives' demand for redistributive public spending. [ABSTRACT FROM AUTHOR]

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The profound crisis that has affected the Spanish economy since mid-2008 has been characterized by significant job losses and a marked rise in the country's unemployment rate. However, unemployment has had a differential impact on different population groups. Compared to natives, immigrant workers have experienced higher rates of job loss. Against this backdrop, this paper examines the differences between immigrants and natives (distinguished by gender) in terms of their probability of suffering job loss in the downturn of late 2008 and 2009. Our results indicate that the higher rate of job loss among female immigrant workers can be fully explained by their lower endowment of human capital. By contrast, human capital endowment and over-representation in certain occupations, sectors and regions in which the crisis had greatest impact do not appear to be the only reasons for the penalty suffered by immigrant males in terms of their chances of losing their job in the downturn. [ABSTRACT FROM AUTHOR]

Immigration has become an increasingly significant social phenomenon in Spain. The immigrant population has proven to be a potentially powerful target audience for advertisers. However, media research concerning immigrant audiences in Spain is still developing. The objective of this paper is to identify the most common difficulties encountered in immigrant-related media research, and to make recommendations regarding how advertisers and media planners can design and implement an effective media survey to investigate immigrant audiences. In this context, we consider the Spanish General Media Survey (EGM) as an instructive case study and analyze its methodology and data. [ABSTRACT FROM AUTHOR]