Relevant bibliographies by topics / Native-born students

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Academic literature on the topic 'Native-born students'

Author: Grafiati
Published: 25 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Native-born students"

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Silveira, Florencia, Mikaela J. Dufur, Jonathan A. Jarvis, and Kristie J. Rowley. "The Influence of Foreign-born Population on Immigrant and Native-born Students’ Academic Achievement." Socius: Sociological Research for a Dynamic World 5 (January 2019): 237802311984525. http://dx.doi.org/10.1177/2378023119845252.

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With recent increases in international migration, some political and academic narratives argue for limiting migration because of possible negative effects on the host country. Among other outcomes, these groups argue that immigrant students have an impact on education, negatively affecting native-born students’ academic performance. The authors contextualize the relationship between immigrant status and academic achievement by considering a macro social setting: country-level foreign-born population. The authors examine achievement from the 2015 Programme for International Student Assessment in 41 high-income countries. The authors use within- and cross-level interactions to examine (1) the relationship between immigrant status and academic achievement, (2) the moderating effect of student socioeconomic status on achievement, and (3) how country-level foreign-born population affects both immigrant and native-born students’ performance. The findings indicate that immigrant students perform similarly to native-born students when considering other contextual factors, with socioeconomic status moderating the effect of immigrant status. Furthermore, all students, immigrant and nonimmigrant students alike, benefit academically from more immigration.
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Conger, Dylan, Amy Ellen Schwartz, and Leanna Stiefel. "Immigrant and Native-Born Differences in School Stability and Special Education: Evidence from New York City." International Migration Review 41, no. 2 (June 2007): 403–32. http://dx.doi.org/10.1111/j.1747-7379.2007.00073.x.

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Using the literature on achievement differences as a framework and motivation, along with data on New York City students, we examine nativity differences in students' rates of attendance, school mobility, school system exit, and special education participation. The results indicate that, holding demographic and school characteristics constant, foreign-born have higher attendance rates and lower rates of participation in special education than native-born. Among first graders, immigrants are also more likely to transfer schools and exit the school system between years than native-born, yet the patterns are different among older students. We also identify large variation according to birth region.
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Hamilton, Hayley A., Akwasi Owusu-Bempah, Angela Boak, and Robert E. Mann. "Ethnoracial differences in cannabis use among native-born and foreign-born high school students in Ontario." Journal of Ethnicity in Substance Abuse 17, no. 2 (May 10, 2017): 123–34. http://dx.doi.org/10.1080/15332640.2017.1312655.

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Chachashvili-Bolotin, Svetlana, Sabina Lissitsa, Yossi Shavit, and Hanna Ayalon. "The Short Term Effects of Immigrant Students on the Educational Achievements of Native-Born Students." International Migration 54, no. 5 (February 1, 2016): 150–61. http://dx.doi.org/10.1111/imig.12233.

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Schwartz, Amy Ellen, and Leanna Stiefel. "Is There a Nativity Gap? New Evidence on the Academic Performance of Immigrant Students." Education Finance and Policy 1, no. 1 (March 2006): 17–49. http://dx.doi.org/10.1162/edfp.2006.1.1.17.

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Public schools across the United States are educating an increasing number and diversity of immigrant students. Unfortunately, little is known about their performance relative to native-born students and the extent to which the “nativity gap” might be explained by school and demographic characteristics. This article takes a step toward filling that void using data from New York City where 17 percent of elementary and middle school students are immigrants. We explore disparities in performance between foreign-born and native-born students on reading and math tests in three ways—using levels (unadjusted scores), “value-added” scores (adjusted for prior performance), and an education production function. While unadjusted levels and value-added measures often indicate superior performance among immigrants, disparities are substantially explained by student and school characteristics. Further, while the nativity gap differs for students from different world regions, disparities are considerably diminished in fully specified models. We conclude with implications for urban schools in the United States.
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Carrasco-Garrido, Pilar, Dania Rocío Díaz Rodríguez, Isabel Jiménez-Trujillo, Valentín Hernández-Barrera, Lidiane Lima Florencio, and Domingo Palacios-Ceña. "Nonmedical Use of Benzodiazepines among Immigrant and Native-Born Adolescents in Spain: National Trends and Related Factors." International Journal of Environmental Research and Public Health 18, no. 3 (January 28, 2021): 1171. http://dx.doi.org/10.3390/ijerph18031171.

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Background: the nonmedical use of prescribed medications among adolescents has increased significantly in recent years. We aimed to identify the patterns of benzodiazepine nonmedical use and its evolution during the decade 2006–2016 among immigrant and native-born adolescent populations. Methods: we used individualized secondary data retrieved from the 2006–2016 Spanish State Survey on Drug Use in Secondary Education (ESTUDES) of the school-aged population. Using logistic multivariate regression models, we estimated the independent effect of each of these variables on nonmedical use. Two models were generated: one for immigrant adolescents and one for native-born adolescents. Results: during the decade 2006–2016, 2.81% of native-born and 3.36% of immigrant adolescent students made nonmedical use of benzodiazepines. Gender and socioeconomic status were found to be related to the nonmedical use of benzodiazepines. Consumption of illegal psychoactive substances, other than marijuana, was the variable of greatest value (aOR = 6.00, 95% CI 3.89–9.27). Perceived risks and drug availability were found to be predictors for the nonmedical use of benzodiazepines in both immigrant and native-born adolescents. Conclusion: in Spain, patterns of benzodiazepine nonmedical use among immigrant and native-born adolescents are similar. The results of this study refute certain stereotypes related to consumption of substances among immigrant adolescents, identifying them as a risk group.
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Obinna, Denise N. "A study of academic performance by immigrant generation with an emphasis on the black immigrant experience." International Journal of Sociology and Social Policy 36, no. 1/2 (March 14, 2016): 18–35. http://dx.doi.org/10.1108/ijssp-02-2015-0026.

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Purpose – Instead of identifying them as a single monolithic group, the purpose of this paper is to evaluate whether the academic performance of black immigrants differs from African Americans as well as Asian and Hispanic students of comparable immigrant generation. By identifying how well black immigrant students perform on standardized tests, grade point averages (GPA) and college enrollment, this study proposes a more comprehensive look into this growing immigrant group. Design/methodology/approach – The research uses a data from the Educational Longitudinal Survey of high school sophomores conducted by the National Center for Education Statistics. Data used in this study are from the baseline survey in 2002 and the second follow-up in 2006 when most students had graduated from high school. The methodology includes OLS, binary and ordered logistic regression models. Findings – The study finds that while second-generation blacks outperform the native-born generation on standardized tests, this does not extend to GPA or college enrollment. In fact, it appears that only second-generation Hispanic students have an advantage over their native-born counterparts on GPA and standardized tests. Furthermore, first and second-generation Asian immigrants do not show a higher likelihood of enrolling in college than their native-born counterparts nor do they report higher GPA. Originality/value – This paper sheds light on a growing yet understudied immigrant population as well as drawing comparisons to other immigrant groups of comparable generation.
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Eisenchlas, Susana A., and Chiharu Tsurutani. "You sound attractive! Perceptions of accented English in a multilingual environment." Australian Review of Applied Linguistics 34, no. 2 (January 1, 2011): 216–36. http://dx.doi.org/10.1075/aral.34.2.05eis.

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Sociolinguistic research on attitudes towards language has revealed that native speakers of English are drawn towards those who share their native accent and respond cautiously, perhaps negatively, towards those speaking in ‘accented’ English (Lambert, Hodgson, Gardner & Fillenbaum, 1960; Rubin, 1992). These perceptions greatly disadvantage migrants in competitive job and educational markets. This study investigated perceptions held by Australian university students learning foreign languages towards lecturers with non-standard English accents. The investigators used a modified matched-guised technique to test students’ responses to speech samples from six speakers, one Australian born and raised and five foreign born and raised. Results contrasted clearly with those of previous studies; students rated those who they heard as ‘accented’ speakers highly in many personality dimensions, suggesting the students’ greater readiness to accept foreign accents. The results highlight the importance of foreign language learning in fostering acceptance of linguistic and cultural difference and in facilitating mutual understanding among groups, particularly in multicultural societies.
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Cobb-Clark, Deborah A., Mathias Sinning, and Steven Stillman. "Migrant Youths’ Educational Achievement." ANNALS of the American Academy of Political and Social Science 643, no. 1 (July 12, 2012): 18–45. http://dx.doi.org/10.1177/0002716212440786.

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The authors use 2009 Programme for International Student Assessment (PISA) data to link institutional arrangements in OECD countries’ to disparities in reading, math, and science test scores for migrant and native-born students. The authors find that achievement gaps are larger for migrant youths who arrive at older ages and for those who do not speak the language of the PISA test at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migrant youths in some cases but by no means in all. Limited tracking of students by ability appears to be beneficial for migrants’ relative achievement, while complete tracking and the presence of a large private school sector appear to be detrimental. Migrant students’ achievement, relative to their native-born peers, suffers as educational spending and teachers’ salaries increase, but it improves when teacher evaluation includes an examination component.
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Kirui, David K., and Grace Kao. "Does generational status matter in college? Expectations and academic performance among second-generation college students in the US." Ethnicities 18, no. 4 (June 6, 2018): 571–602. http://dx.doi.org/10.1177/1468796818777542.

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Using the 2004–2009 wave of the Beginning Postsecondary Students Longitudinal Study, a nationally representative sample of students who enroll in college in 2004, we examine generational differences in the relationship between educational expectations, academic achievement, and college persistence among native-born and immigrant youth in the United States. Using the theory of immigrant optimism, which has primarily focused on high school youth, we examine whether immigrant parents provide children an advantage in completing their college degrees. Our analyses suggest that students who have at least one immigrant parent are (1) more likely to expect to earn advanced degrees and (2) more likely to complete college on time and less likely to withdraw with no degree compared to their counterparts with native-born parents. We also find that the higher expectations held by these students are associated with higher levels of persistence and attainment. We argue that the optimism conferred by having immigrant parents persists through young adulthood.
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Dissertations / Theses on the topic "Native-born students"

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Lei, Lei. "Do immigrant students consume less energy than native-born American students?" Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4961.

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This paper uses a sociological model to compare the residential energy consumption between immigrant students and native-born American students and to explain the difference by demographic characteristics, values, and specific attitudes. Further, it tries to explore whether the relationship between immigration status and residential energy consumption is mediated by value orientation towards frugality and specific attitudes towards energy conservation. The data of an online survey among native-born and foreign-born students at the University of Central Florida are used. The results suggest that immigrants consume less energy at home than native-born Americans, but the time stayed in the US doesn't have an impact on the energy consumption of immigrants. In addition, the results do not show evidence that value orientation towards frugality and specific attitudes toward energy conservation mediate the relationship between immigration status and energy consumption at home.
ID: 029809628; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 38-40).
M.A.
Masters
Sociology
Sciences
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Borseth, Jenna Lynn. "Substance Use Among Adolescents: A Comparison Between Native Born and New American Students." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28650.

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Currently, there is a lack of research within the social bond and social capital theory literature on the effects that immigration status has on substance use behaviors. The purpose of the current study is to fill this void in existing research by examining the individual and combined effects that immigration status and social capital have on adolescent substance use. To examine this, survey results from a Midwestern school district are used. Overall, the results indicate that when examining immigration and social capital measures, immigration status only predicts substance use?not frequency of use. Additionally, interaction effects indicate a significant interaction between school social capital and immigration status suggesting that when assessing substance use behaviors, native born adolescents are more affected by lower school social capital compared to recent immigrant groups.
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Racaj, Marigona. "Flerspråkighet som en resurs i svenskundervisningen : En kvalitativ studie om flerspråkiga elevers inlärning av det svenska språket." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53447.

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Syftet med studien är ge ett kunskapsbidrag om hur några gymnasielever upplever att deras flerspråkighet inkluderas i svenskundervisningen för att främja språkutvecklingen. För att uppnå syftet har följande frågor besvarats: Hur upplever de inrikes- och utrikesfödda eleverna sin flerspråkighet och hur talar de om sin flerspråkighet? Vilka språkliga aspekter upplever de inrikes- och utrikesfödda eleverna påverkar inlärningar av det svenska språket? Hur upplever de inrikes- och utrikesfödda eleverna att deras flerspråkighet tas tillvara i svenskundervisningen? Studien tar sin utgångspunkt i den sociokulturella teorin där språket har en viktig funktion för elevernas inlärning. Undersökningen bygger på självrapporter och intervjuer i fokusgrupper. Studien inleds med en förundersökning där självrapporterna inhämtar förkunskaper och bakgrundsinformation om eleverna medan intervjuerna utgör den material som presenteras i resultatet. Det innebär att intervjuerna har en framträdande roll i studien. I resultatet framgår det att elevernas flerspråkighet är både en resurs och ett hinder i svenskundervisningen. Vidare synliggörs det i studien att ordförrådet och grammatiken är de främsta faktorerna som påverkar elevernas språkutveckling. Enligt eleverna blir de mer engagerade och motiverade till att lära sig svenska när deras flerspråkighet tas tillvara i undervisningen. Det innebär att elevers flerspråkighet främjar språkutvecklingen.
The aim of the study is to give knowledge about how some high school students perceive their multilingualism to be included when learning the Swedish language in order to encourage their language development. In order to achieve this purpose these questions have been answered: How do the native-born and foreign-born students experience their multilingualism and how do they speak regarding their multilingualism? Which aspects of language do the native-born and foreign-born students perceive to affect their learning of the Swedish language? How do the native-born and foreign-born students perceive their multilingualism to be utilized in Swedish language education? The study is based on the sociocultural theory where the language has an important function for students learning. The survey is based on self-reports and interviews in focus groups. The study begins with a preliminary investigation where the self-reports gather prior knowledge and background information about the students while the interviews constitute the material presented in the results. This means that the interviews have a prominent role in the study. The results show that students' multilingualism is both a resource and an obstacle when learning the Swedish language. Furthermore, the study makes it clear that the vocabulary and grammar are the main factors that affect the students' language development. According to the students, they become more engaged and motivated to learn Swedish when their multilingualism is being utilized in their education. This means that students' multilingualism promotes language development.
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Book chapters on the topic "Native-born students"

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van der Gaag, Renske S., and Majone Steketee. "Direct and Indirect Influences of School System on Youth Delinquent Offending Among Migrant and Native-Born Students in Eight Countries." In Minority Youth and Social Integration, 137–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89462-1_6.

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Wambu, Grace W., and Jonique Childs. "Career Development of Black-Immigrant College Students." In Examining the Career Development Practices and Experiences of Immigrants, 79–100. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5811-9.ch004.

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The career development of Black immigrant college students has been understudied. More often studies have focused on immigrants of the Latino/a and Asian backgrounds. The few studies that have focused on Black students do not distinguish between those of immigrant origin, rather Black immigrant students are lumped together with the native born African American students, negating their unique experiences. In this chapter, the authors present a theoretical perspective of understanding career development, factors that influence career choice and development, challenges in career development, as well as interventions appropriate with this population. Research has revealed major gaps in the understanding of Black immigrant students' college experience and career development. Consequently, future research suggestions have been provided.
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Smith, Sandra Wilson. "Using Email as a Cultural Bridge in the Learning Process for Transnational Students." In Cases on Technological Adaptability and Transnational Learning, 264–83. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-779-4.ch014.

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Today many American composition and rhetoric courses are theme-based and have an embedded focus on social, political, and/or popular cultural issues. This kind of course can be especially challenging for transnational students who are less conversant with this cultural information than many of their native-born peers. In these classes, writing assignments that incorporate interviewing as a part of the information gathering process often allow transnational students to build a kind of cultural bridge between their native country and the U.S. Email can be used to help facilitate this process. What the author focuses on in this case is how email discussion can be incorporated organically into a learning/writing task, and how this discussion can be student-framed. The fact that the students initiate the email communication of their own volition taps into the positive qualities that computer-mediated communication (CMC) has. The students are empowered to act autonomously and construct their own learning activity.
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Bui, Khanh Nguyen, and Isabel L. Balsamo. "Elementary English Language Learners." In Advances in Early Childhood and K-12 Education, 76–90. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3123-4.ch005.

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During the last decade, the United States has witnessed an influx of multicultural and multilingual students, especially the dramatically increasing number of students at elementary level, which accounts for 85% of native born (). However, most of teachers still lack professional developments in teaching those increasing population. Therefore, the purpose of this chapter is to synthesize different studies to address the most common misconceptions on how elementary English language learners learn English as a second language and teachers' pedagogical practices. This chapter ends with some recommendations, solutions, and future directions for researchers to advance teachers' pedagogical practices, so they can best serve this increasing population in the U.S. school system.
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Nyemba, Florence. "An Examination of How Legal Status Affects Enrollment and Graduation Rates." In Advances in Educational Marketing, Administration, and Leadership, 130–48. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch007.

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This chapter explores the educational choices of immigrants and how the issue of legal or immigration status contributes to social inequality in the United States classrooms and institutions of higher learning. Immigrants within U.S. population have increased dramatically, yet their educational attainment remains small in comparison to native-born Americans. Although large numbers of immigrant students graduate from high school, their path to higher education remains difficulty with fewer getting college degrees. Drawing on literature from multiple disciplines, the issue of immigration status in relation to immigrant education is examined. The chapter recommends the adoption of immigration reform legislations that create better pathways to citizenship for undocumented immigrants and progressive educational provisions. This chapter benefits immigrants and educational leaders in institutions of higher learning.
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Keller, Morton, and Phyllis Keller. "“Lesser Breeds”." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0008.

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When Conant became president, Harvard College students were male, almost all white, primarily Unitarian, Congregationalist, or Episcopalian in religion, predominantly from New England. Brahmin Harvard sought to restrict the number of Jewish students and faculty; indeed, that issue often was the outlet for opposition to the effort to make Harvard a more meritocratic university. Even more pervasive was the desire to shield Harvard men and Radcliffe women from the perils of coeducation. Catholics were scant, but for different reasons: hostility to godless Harvard in Catholic churches and schools kept their numbers small during the 1920s and 1930s. As for African Americans, there were so few that it was safe to accept (if not to welcome) them—if they met academic standards for admission and had the money to pay for their education. Under Eliot’s benign lead, turn-of-the-century Harvard was more receptive to Jewish students than were other Eastern universities. Undergraduates from well-off German-Jewish families combined with a growing number of commuters from the Boston area to become a substantial presence. By the early 1920s, an estimated 20 to 25 percent of the undergraduate student body was Jewish. This was cause for concern by alumni, faculty, and not least President Lowell. In 1922 he proposed a formal Jewish quota of 12 percent. This was the limiting device traditionally used in European universities, now much in the American public mind because of the movement for quota-based immigration restriction laws. Harvard historian Samuel Eliot Morison, looking back on the controversy fifty years later, ascribed the emotional strength of the Jewish reaction to the fact that Lowell’s 12 percent quota was the same as the numerus clausus of the Russian imperial universities. Lowell’s biography, published in 1948, rather laboriously tried to exonerate him: “the poor, hard-working student, native-born or immigrant, Gentile or Jew, white or black, never had a warmer friend, although many excellent persons criticized at times his way of showing friendship.” But it is clear that Lowell shared in full measure the prejudices of his caste. Jews, he thought, lowered the moral tone of the College.
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