The educational trajectory of Newly Arrived Migrant Students: Insights from a structural analysis of cultural capital

Abstract

Background:The recent influx of Newly Arrived Migrant Students (NAMS) in Western-European societies poses important educational questions about how best to support migrant students within the education system. Purpose: We sought to study how elements that are associated with cultural capital -namely a sense of entitlement and strategic knowledge -have relevance to NAMS' educational trajectories. In studying the process of how cultural capital relates to educational careers, this study argues for a general shift from a resourcefocused approach towards a strategy-focused approach to cultural capital. Sample: We collected data from 33 NAMS from six secondary schools in a city in Flanders (the Dutch-speaking part of Belgium). A maximum difference approach was used: this allowed comparison of NAMS who followed the most academic track (general track) and the least academic track (vocational track) in secondary education in Flanders. Design and methods: We undertook 33 in-depth biographical interviews during which the NAMS reconstructed their educational trajectories. Data were analysed qualitatively. We used structural approach analysis to identify each narrative's core structure. These structured fragments were then thematically coded. Results: Within the categories 'a sense of entitlement' and 'strategic knowledge of the education system', the analysis detected differences in strategies of action between pupils in the general track and in the vocational track. Conclusion:The findings offer insights that could support the development of better strategies to guide and support NAMS in education. As NAMS' integration in the educational system appears to be a stretched and slow process of orientation, studying their trajectory has the potential to deepen our understanding of known mechanisms of the reproduction of inequalities in education.

Engagement in At-Risk Students Trajectories: Perspective From The Levels of Approach To The Student

“…The various events that happen within an individual trajectory have a significant effect on the resultant implications (Crosnoe & Benner, 2016;Vicente & Gabari, 2019). One frequently occurring definition of the idea of engagement is that student attachment exhibits within their studies and affects the intensity with which they are dedicated to a specific educational task (Emery et al, 2020). In this instance, when various events lead to deterioration in student engagement, this ignites a process of disengagement (Yusof et al, 2018).…”

Connecting the Dots in Education for Newly Arrived Migrant Students in Flanders

“…In the context of this paper, we mean that, in Flanders, the cultural and linguistical knowledge and competence of NAMS is not used as a means to simulate pupil learning; rather our education is mainly focused on Flemish middle-class children [15]. NAMS are expected to endure more obstacles and have fewer resources and strategies that could be helpful in their educational trajectories [32]. In conjunction with the scarcity of accommodations for NAMS in most mainstream schools, their chances of success are likely to be low.…”

“…If sufficient support is guaranteed, the highest ability group will more likely be considered [34]. Furthermore, when making the transition to mainstream education, Emery et al [32] show that parents play a role in the decision that is made about the study choice or in other words the track that their son or daughter will follow. Ex-NAMS who enrolled in a study program belonging to GT indicate that they discussed their study choice with their parents, whereas students in VT felt that they could not call on the advice of their parents because, for example, they have no understanding of the Flemish education system or have no people in their social network who could offer help.…”

“…Ex-NAMS who enrolled in a study program belonging to GT indicate that they discussed their study choice with their parents, whereas students in VT felt that they could not call on the advice of their parents because, for example, they have no understanding of the Flemish education system or have no people in their social network who could offer help. As a result, the latter students often follow the advice given by teachers in reception education [32]. Next to that, because of the free school choice principle, students and their parents can enroll in a school of their preference.…”

La investigación sobre trayectorias educativas

“…La segunda observa el tipo de centro en el que se encuentran los alumnos, puesto que no se trata de contextos en los que se desarrolla una trayectoria lineal, al ser centros donde se desarrollan medidas de segunda oportunidad -dígase centros con FPB, AO, PFP- (Nieto, Portela, Torres y Rodríguez , 2018;Thiele et al, 2017) o centros que facilitan la continuación con sus estudios -ESA, educación para adultos- (Emery, Spruyt, Boone y Van Avermaet, 2020;Feito, 2015).…”