Poverty Dynamics and Academic Trajectories of Children of Immigrants

Zhang, Liwei; Han, Weiyu

doi:10.3390/ijerph14091076

Cited by 5 publications

(3 citation statements)

References 68 publications

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“…On the other hand, Chen et al (2015) examined the number sense performances among 4 th , 5 th , and 6 th grade local students, recent immigrants, and those with low socioeconomic levels in Taiwan, finding that new immigrant students in 6th grade had better number sense performances compared to other students. Having examined the relationship between poverty and the academic achievement of students in immigrant families, Zhang and Han (2017) stated that immigrant students outperformed local students from a certain poverty status.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“…In a similar sense, there are studies in the literature that compare the number sense skills of immigrant students with others (Petersson, 2018;Votruba-Drzal et al, 2015;Zhang & Han, 2017) and that reveal the family factor as an important element in determining the number sense skills of immigrant students (Maulbeck, 2021;Takeuchi, 2016;Zamora, 2015). The present study is considered important in that the number of studies on immigrant students is limited; there is also a lack of studies that have focused on the number sense skills of Syrian immigrant students studying in multicultural secondary schools, on such skills in terms of students' gender and the duration of stay as an immigrant, as well as on such students' conceptual awareness of number sense components.…”

Section: Theoretical Frameworkmentioning

confidence: 97%

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An analysis of number sense skills of Syrian immigrant students by gender and duration of stay

Teke,

Akkaya

2024

PEDAGOGICAL RES

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Considering the negative situations faced by the migrating societies, it is known that the language and culture factors exert a stronger influence on the mathematics course than the other undesirable conditions. From this perspective, it is known that the mathematical performance of individuals is likely to increase by placing the concept of number sense in the center. Therefore, the present study aimed to examine the number sense skills of Syrian immigrant students with reference to gender and duration of stay as an immigrant as well as to determine their conceptual awareness of number sense-related components. The descriptive correlational design was used in this study in which 152 immigrant students participated. Web-based two-tier test was used in the data collection process, and descriptive statistical values and t-test for independent samples in the analysis of the data. As a result, it was found that male students compared to female students, as well as those who had been immigrants in Turkey for a long time compared to those for a shorter time showed higher number sense performances, though most of the students were at a low number sense level. In addition, the differences appeared significantly in relation to the variables of gender and duration of stay as an immigrant. A surprising result is that most students preferred number sense-based solutions as the basis for their answers. It can thus be concluded that the number sense performances of Syrian immigrant students are lower than expected and that future studies are needed not only to focus on teachers but also on teaching methods and materials in order to take immigrant problems under control and to come up with solutions with a view to overcome such challenges.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 97%

An analysis of number sense skills of Syrian immigrant students by gender and duration of stay

Teke,

Akkaya

2024

PEDAGOGICAL RES

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“…Studies have shown that simply classifying people as "in poverty" or "not in poverty" is not sufficient. 62 As we saw above, students living in deep poverty households often need social and physical supports above and beyond what is allocated for academics in a school or a school district. There is ample evidence of this need and considerable research on how additional funds can be wisely used to support students.…”

Section: Begin With Funding Adequacy and Equitymentioning

confidence: 99%

Building school communities for students living in deep poverty

Cookson¹,

Darling‐Hammond²

2022

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The purpose of this report is to make what is “invisible” visible and to suggest three evidence-based strategies that have the capacity to enable educators, in collaboration with the families and the communities they serve, to create learning environments where students living in deep poverty are supported and successful. The report begins by documenting the human cost of deep poverty and how past policy decisions have contributed to the persistence of deep poverty. Based on this background, the report focuses on three promising strategies for meeting the learning and social-emotional needs of all children, including those living in deep poverty: (1) begin with funding adequacy and equity, (2) develop community schools and partnerships, and (3) develop a whole child teaching and learning culture.

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Promoting Temporal Investigations of Development in Context: a Systematic Review of Longitudinal Research Linking Childhood Circumstances and Learning-related Outcomes

2023

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Children’s learning and cognitive development have a distinct receptivity to the circumstances of childhood. However, not all children have equal opportunities and learning inequities continue to be influenced by the social and economic circumstances of childhood. Examining factors within the environments that children are growing up in, and the associations of these factors with learning, can help to identify leverage points for change, enabling more children to be supported to reach their potential. Specifically, turning attention to the timing and duration of exposure to specific social and economic factors across childhood can provide essential details to determine who is most susceptible to contextual effects and at what ages. This paper presents a systematic review of 75 longitudinal studies of families and children carried out between 2000 and 2021. These studies tracked social and economic circumstances between pregnancy and early adolescence in relation to educational and cognitive outcomes across the lifespan. The results of the included studies were examined and grouped into themes using reflexive thematic analysis. The findings largely suggest that the degree to which educational and cognitive outcomes are affected by specific social and economic circumstances depends on the duration, timing, and mobility across childhood. In particular, findings relating to the developmental timing of exposure, as well as persistent exposure, revealed distinct evidence of the effects of temporality. These findings provide detail into how much and in what instances temporality should be considered—results which can be used to inform avenues for reducing learning disparities.

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Poverty Dynamics and Academic Trajectories of Children of Immigrants

Cited by 5 publications

References 68 publications

An analysis of number sense skills of Syrian immigrant students by gender and duration of stay

An analysis of number sense skills of Syrian immigrant students by gender and duration of stay

Building school communities for students living in deep poverty

Promoting Temporal Investigations of Development in Context: a Systematic Review of Longitudinal Research Linking Childhood Circumstances and Learning-related Outcomes

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