Gendered expectations and gendered experiences: immigrant students' adaptation in schools

Area of Science:

• Sociology of Education
• Immigrant Studies
• Gender Studies

Background:

• Educational adaptation is crucial for immigrant students' success.
• Gender differences in academic achievement and aspirations among immigrant youth are not fully understood.
• Social and cultural factors significantly influence educational trajectories.

Purpose of the Study:

• To investigate the role of gender in the educational adaptation of immigrant students using longitudinal data.
• To identify factors contributing to differences in academic performance and future expectations between immigrant girls and boys.
• To explore how social support networks and ethnic-cultural factors impact educational outcomes.

Main Methods:

• Longitudinal analysis of data on immigrant students.
• Comparative analysis of academic grades and future expectations between genders.
• Examination of the influence of risk factors and protective mechanisms (social support, ethnicity).

Main Results:

• Over time, immigrant girls consistently achieved higher grades compared to boys.
• Immigrant girls reported higher future educational expectations than their male peers.
• Girls experienced greater protection from adverse school environments due to robust networks of teachers, friends, and parents.
• The protective effect of ethnicity was more pronounced for immigrant girls than for boys.

Conclusions:

• Gender plays a significant role in the educational adaptation of immigrant students.
• Social support systems and ethnic-cultural factors act as crucial protective elements for girls' academic success.
• Interventions should consider gender-specific social and cultural dynamics to support immigrant students' educational journeys.