Differential associations of school practices with achievement and sense of belonging of immigrant and non-immigrant students

In recent years, the number of immigrants, broadly referring to individuals who were born outside their country of residence (i.e., first-generation immigrants) and individuals with at least one parent born outside their country of residence (i.e., second-generation immigrants), increased on an unprecedented scale across the globe. Schools, a vital developmental context for immigrant youth to integrate and prepare for the workforce, are challenged to respond to the diverse influx of students and facilitate their learning and flourishment. Schools have the potential to compensate for often existing disadvantages of immigrant students1 and to reduce the achievement gap between immigrant and nonimmigrant students. Research has highlighted school factors such as teachers' expectations and competence, classroom and school climate, and between-school tracking as being relevant for immigrant students' learning outcomes (Schachner, Juang, Moffitt, & van de Vijver, 2018).

 

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