Confronting School: Immigrant Families, Hope, Education

Immigrant students in Spain compared to Spanish students: Perceived relationships and academic results

“…There are myriad studies delving into the range of variables that operate simultaneously in relation to how well foreign students adjust to school (Amigó, 2017). Most of these studies are based on North American migration, but there is also a significant body of literature that concentrates on the European and Australian scenarios.…”

“…School achievement is a key measure of immigration success (Crul, 2007). School is the subject of high aspirations and a priority for both the parents and their children (Amigó, 2017;Passani & Rydin, 2004;Sung & Chang, 2008). The socioeconomic background of immigrant parents has been identified as a determinant of their children's educational success (Zhou & Kim, 2006).…”

“…Immigrant parents seem to participate less than Spanish parents (Garreta Bochaca, 2008;Santos-Rego & Lorenzo-Moledo 2009), choosing more private ways to get involved in their children's education. They do not attend many school meetings and prefer individual encounters with teachers (Terrén & Carrasco, 2007) partially due to scarce language proficiency, to teachers' stereotypes about parents and vice versa, 66 or to parents' expectations about their own involvement (Amigó, 2017;Garreta Bochaca, 2008;González-Castro, Ubillos, Bilbao, & Techiob, 2009;Santos-Rego & Lorenzo-Moledo 2009;Terrén & Carrasco 2007). As Nzinga-Johnson, Baker and Aupperlee (2009) have pointed out, language, school practices and previous experiences are some of the barriers to minority parent involvement.…”