College Capital and Constraint Agency: First-Generation Immigrant English Language Learners’ College Success

2020 ◽  
Vol 122 (1) ◽  
pp. 1-54
Author(s):  
Manka Varghese ◽  
Ronald Fuentes
Keyword(s):  
English Language Learners ◽  
Postsecondary Education ◽  
English Language ◽  
First Generation ◽  
College Success ◽  
Immigrant Students ◽  
Tertiary Education ◽  
Research Question ◽  
Differential Forms ◽  
Generation Immigrant

Background/Context Language-minoritized and emergent-bilingual (EB) students have historically and frequently been underexamined in the context of research on minoritized students’ pathways in higher education. Understanding the school to college pipeline for emergent bilinguals (EBs) is becoming a critical area of study to help identify and address the barriers that they experience as they attempt to transition to and navigate postsecondary education. Despite there being a greater knowledge of the barriers experienced by EBs in getting to college, less is known about the resources they bring and their agency, the way they actually mobilize the resources that they possess in negotiating their success to get to and complete college. Purpose/Research Question This study examines why and how some EB students can successfully navigate their environments in order to apply for, get into and complete a selective four-year college. It is guided by two overarching questions: (1) What forms of capital do first generation immigrant EBs draw on to apply for and navigate selective four-year college? (2) How do first generation immigrant EBs navigate and complete selective four-year college? Research Design We examined the pathways of EBs through a conceptual framework which frames their college success as being a result of the relationship between what we refer to as their college capital which they have access to and that they draw on, and their constraint agency. Through interviews, this study analyzes 33 first generation undergraduate immigrant EBs’ transition to and completion of tertiary education, with further analysis being supplemented with in-depth case studies of five out of the 33 EBs. Additionally, we interviewed 14 university administrators and instructors involved in the admission and instruction of EB students on campus. Conclusions/Recommendations EB immigrant students drew on different forms of college capital, which included traditional and non-traditional. Students who drew more on traditional kinds of capital participated more in high participatory agentive ways while students who drew more on non-traditional forms of college capital participated more in low participatory agentive ways. Both forms of participating (low and high) lead to students navigating and completing four-year college. We suggest that more differential forms of help, resources and EB-student–focused partnerships between high school, community colleges, and four-year college which include working on their agentive selves are needed as well as challenging the racism and linguicism that holds White monolingual students as the norm to configure policies and services that will help EBs’ postsecondary pathways.

Immigrant students' development of musical agency – exploring democracy in music education

2010 ◽  
Vol 27 (3) ◽  
pp. 225-239 ◽  
Author(s):  
Sidsel Karlsen ◽  
Heidi Westerlund
Keyword(s):  
Music Education ◽  
21St Century ◽  
First Generation ◽  
Immigrant Students ◽  
Educational Context ◽  
Multicultural Music Education ◽  
Education Literature ◽  
Generation Immigrant ◽  
Multicultural Music ◽  
Education Agency

In this article, we argue that the musical schooling of immigrant students could be seen as forming a healthy test for any educational context in terms of how democracy is enacted. We engage in a discussion linking music education, agency, pluralism and democracy. In our theoretical reconstruction of multicultural music education we first make a review on how music education literature has approached the cultural and musical schooling of immigrant students. We then attend to sociological theories to discuss why development of musical agency may be of particular importance to first generation immigrant students and how agency-enhancing music education may be connected to the development of sound democratic practices in the 21st century schooling.

scholarly journals The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors

2021 ◽  
Vol 10 (7) ◽  
pp. 269
Author(s):  
José Juan Carrión-Martínez ◽  
Stefania Ciaccio ◽  
María del Mar Fernández-Martínez ◽  
Carmen María Hernández-Garre ◽  
María Dolores Pérez-Esteban
Keyword(s):  
Social Relations ◽  
First Generation ◽  
Immigrant Students ◽  
Social Adaptation ◽  
Quantitative Methodology ◽  
Migrant Students ◽  
Generation Immigrant ◽  
Mediation Processes ◽  
Teaching Learning ◽  
Educational Variables

This study aims to analyze the implications of linguistic mediation processes and educational proactivity in schools for the socio-educational adaptation of immigrant students. The study is based on empirical research and the perspectives of the main actors: the immigrant students themselves. To this end, a non-experimental and descriptive quantitative methodology was used. The sample consisted of 100 students of foreign origin enrolled in an Italian school located in a typical socio-cultural environment. The results show significant differences in linguistic mediation and socio-educational variables and differences in expectations of progress and social adaptation of students born outside Italy vis-a-vis students who, although born in Italy, are still considered foreigners. It will also analyze teaching proactivity as a communication facilitator for first-generation immigrant pupils born outside Italy. In conclusion, it is noted that, to favor multicultural environments where all students, regardless of their origin, feel accepted, integrated, and welcomed, it is necessary to utilize all available resources to promote improvements in teaching-learning processes and strengthen social relations.

scholarly journals The Adaptation of the Horn of Africa Immigrant Students in Higher Education

2014 ◽  
Author(s):  
Tekleab Hailu ◽  
Heng-yu Ku
Keyword(s):  
United States ◽  
First Generation ◽  
Immigrant Students ◽  
Methodological Approach ◽  
The United States ◽  
Horn Of Africa ◽  
Generation Immigrant ◽  
Language Difficulties ◽  
Analyze Data

The purpose of this study was to explore the challenges first generation immigrant students from the Horn of Africa encountered in their college learning in the United States and the strategies they used to succeed. The participants in the study were ten first generation immigrant students from the countries in the Horn of Africa. A case study was used as a qualitative methodological approach and three data sources namely questionnaire, intensive interviews, and observations were used to collect and analyze data. The results revealed that language difficulties, financial problems, lack of culture awareness, time constraints, and inadequate guidance are challenges the first generation immigrant students encountered. The participants used socializing with classmates, socializing with people from their own counties, ignoring or denying anything that causes them discomfort, and attending college events as coping mechanisms to overcome the challenges in the colleges they are attending in the United States.

scholarly journals Factors determining chance of type 2 diabetes remission after Roux-en-Y gastric bypass surgery: a nationwide cohort study in 8057 Swedish patients

2021 ◽  
Vol 9 (1) ◽  
pp. e002033
Author(s):  
Erik Stenberg ◽  
Torsten Olbers ◽  
Yang Cao ◽  
Magnus Sundbom ◽  
Anders Jans ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
Weight Loss ◽  
Gastric Bypass ◽  
Metabolic Surgery ◽  
First Generation ◽  
Hemoglobin A1c ◽  
Diabetes Remission ◽  
Factors Associated ◽  
Generation Immigrant

IntroductionBariatric and metabolic surgery is an effective treatment option for type 2 diabetes (T2D). Increased knowledge regarding factors associated with diabetes remission is essential in individual decision making and could guide postoperative care. Therefore, we aimed to explore factors known to affect the chance of achieving diabetes remission after bariatric and metabolic surgery and to further investigate the impact of socioeconomic factors.Research design and methodsIn this nationwide study, we assessed all patients with T2D who underwent Roux-en-Y gastric bypass (RYGB) surgery between 2007 and 2015 in the Scandinavian Obesity Surgery Registry. Remission was defined as absence of antidiabetic medication for T2D 2 years after surgery. Multivariable logistic regression was used to evaluate factors associated with diabetes remission, with missing data handled by multiple imputations.ResultsA total of 8057 patients were included. Mean age±SD was 47.4±10.1 years, mean body mass index 42.2±5.7 kg/m2, mean hemoglobin A1c 59.0±17.33, and 61.7% (n=4970) were women. Two years after surgery, 6211 (77.1%) patients achieved T2D remission. Preoperative insulin treatment (OR 0.26, 95% CI 0.22 to 0.30), first-generation immigrant (OR 0.66, 95% CI 0.57 to 0.77), duration of T2D (OR 0.89, 95% CI 0.88 to 0.90), dyslipidemia (OR 0.71, 95% CI 0.62 to 0.81), age (OR 0.97, 95% CI 0.96 to 0.97), and high glycosylated hemoglobin A1c (HbA1c) (OR 0.99, 95% CI 0.98 to 0.99) were all associated with lower T2D remission rate. In contrast, residence in a medium-sized (OR 1.39, 95% CI 1.20 to 1.61) or small (OR 1.46, 95% CI 1.25 to 1.71) town and percentage of total weight loss (OR 1.04, 95% CI 1.03 to 1.04) were associated with higher remission rates.ConclusionAmong patients with T2D undergoing RYGB surgery, increasing age, HbA1c, and diabetes duration decreased the chance of reaching diabetes remission without cut-offs, while postoperative weight loss demonstrated a positive linear association. In addition, being a first-generation immigrant and living in a large city were socioeconomic factors having a negative association.

STEM outcomes of second-generation immigrant students with high-skilled parental backgrounds

2019 ◽  
Vol 41 (17) ◽  
pp. 2465-2483 ◽  
Author(s):  
Svetlana Chachashvili-Bolotin ◽  
Sabina Lissitsa ◽  
Marina Milner-Bolotin
Keyword(s):  
Second Generation ◽  
Immigrant Students ◽  
Generation Immigrant ◽  
Stem Outcomes

Immigrant-Origin Students in Community College: How Do They Use Their Time on Campus?

2019 ◽  
Vol 121 (7) ◽  
pp. 1-48
Author(s):  
Edwin Hernandez ◽  
Carola Suárez-Orozco ◽  
Janet Cerda ◽  
Olivia Osei-Twumasi ◽  
Monique Corral ◽  
...  
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Peer Relationships ◽  
First Generation ◽  
Second Generation ◽  
The United States ◽  
Foreign Born ◽  
Grade Point ◽  
Class Time ◽  
Generation Immigrant

Background Immigrant-origin students are the fastest growing new population in community colleges, making up nearly a third of the community college population. To date, little is known about how immigrant-origin students make use of their time on community college campuses. Purpose This study sought to understand in what ways and to what extent immigrant-origin students—defined as first-generation (foreign-born) or second-generation (born in the United States to immigrant parents)—used their out-of-class campus time at three urban community colleges. We examined the following quantitative questions: How much time do students report spending on campus doing what activities? What is the demographic variation in these patterns (according to immigrant generation, ethnicity/race, and gender)? What factors predict how much overall time immigrant-origin students spend on campus? What is the effect of academically productive time spent on campus on grade point average for immigrant-origin students? We also explored the following qualitative questions: What do immigrant-origin community college students say about the time they spend on campus? What insights do they have as to what impedes or facilitates their spending (or not spending) time on campus? Research Design The study proposed a new conceptual framework and employed an embedded sequential explanatory mixed-methods design approach. As part of a survey, participants (N = 644, 54.6% women; M age = 20.2 years; first-generation immigrant n = 213, 33%; second-generation immigrant n = 275, 43%) completed a series of items about the time that they spent on campus and their relationships with their instructors and peers. Qualitative response data were derived from an embedded interview subsample of participants (n = 58). Results Immigrant-origin students reported spending a considerable amount of out-of-class time—an average of 9.2 hours—on campus. Hierarchical regression analyses demonstrated that peer relationships and time spent helping parents or commuting positively predicted the amount of time students spent on campus. Qualitative responses provided further insights into immigrant-origin community college student experiences and provided perspectives on issues contributing to their spending out-of-class time on campus. Conclusions This study has implications for research, practice, and policy, given that immigrant-origin students make considerable use of their campus spaces. Community colleges should strive to nurture positive spaces and design the kind of on-campus programming that will enhance the success of immigrant-origin students. Collectively, these services will not only enhance the experience of immigrant-origin students but also be beneficial to the larger campus community that uses the community college sector as a stepping-stone toward upward social and economic mobility.

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