Trying to excel in the Golden State: anti-immigrant sentiment and immigrant educational achievement in California

Chykina, Volha

doi:10.1080/14767724.2021.1981252

Cited by 4 publications

(7 citation statements)

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“…These contexts include government policy, societal reception, and the type of ethnic community. Societal reception refers to attitudes natives might have to a particular group of immigrants: when natives are not biased (or less biased) against immigrants, it is easier for immigrants to become part of the middle and upper classes (Chykina, 2021). In this theoretical vein, Ubalde and Alarcon (2020) show that when members of a society exhibit more open attitudes toward immigration, the gaps in labor market outcomes between immigrants and non-immigrants decrease.…”

Section: Occupational Expectations Of Immigrant Youth In the Context ...mentioning

confidence: 99%

Pro-integration policies and the occupational expectations of immigrant youth

Chykina

2022

International Journal of Comparative Sociology

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Europe is experiencing heightened public attention toward anti-immigration policy reforms and restrictions. Despite the potential importance of these policy changes, we do not know whether these policies influence how immigrant children perceive their futures in their host countries. Employing secondary data analysis of the Program for International Student Assessment and the Migrant Integration Policy Index data, I show that a decrease in policy support for immigrant integration is associated with a decrease in how good of a job immigrant children expect to have when they are adults. Since students’ occupational expectations influence their eventual status attainment, this article shows that a decrease in pro-integration policies has important implications for the integration of immigrants into their host countries and for their life trajectories.

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Section: Occupational Expectations Of Immigrant Youth In the Context ...mentioning

confidence: 99%

Pro-integration policies and the occupational expectations of immigrant youth

Chykina

2022

International Journal of Comparative Sociology

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“…Societal reception, the focal concept of this paper, assumes that certain immigrant groups will experience societal prejudice that will hurt their efforts to integrate into the middle and upper middle class (Portes & Zhou, 1993). In line with this, scholars point to empirical evidence showing that when immigrant students are exposed to far-right anti-immigrant propaganda (Appel, 2012) or anti-immigrant sentiment in their communities (Chykina, 2022), their scholastic performance worsens. Additionally, immigrants' academic performance declines when they are exposed to negative stereotypes about themselves (Berjot et al, 2011;Chateignier et al, 2009;Steele, 2011).…”

Section: Anti-immigrant Sentiment and The Educational And Occupationa...mentioning

confidence: 97%

“…Additionally, I am using a country-level measure of anti-immigrant sentiment that captures an overall climate of how immigrants are treated. However, anti-immigrant sentiment also varies sub-nationally (Chykina, 2022), and future studies could leverage sub-national variation in anti-immigrant sentiment to examine whether the same relationships manifest within countries. Importantly, this manuscript does not examine the mechanisms that might drive the relationship between anti-immigrant sentiment and the (a) educational and (b) occupational expectations of immigrant youth.…”

Section: Limitationsmentioning

confidence: 99%

Expecting to achieve against the odds: Anti‐immigrant sentiment and immigrants' educational and occupational expectations in Europe

Chykina

2023

Euro J of Education

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Scholars have identified many factors that lead to changes in anti‐immigrant sentiment. Less is known, however, about the effects of anti‐immigrant sentiment on the academic experiences and outcomes of immigrant students. This manuscript examines the relationship between anti‐immigrant sentiment and immigrants’ expectations to achieve a college degree and career success in Europe. Consistent with established literature on immigrant optimism, this study finds that immigrants generally have higher educational and occupational expectations than their nonimmigrant peers. However, these positive associations decrease in countries with higher levels of anti‐immigrant sentiment. These patterns manifest for both first‐ and second‐generation immigrants, indicating that the potential deleterious effects of anti‐immigrant sentiment span generations of immigrants. These findings shed light on the out‐of‐family and out‐of‐school factors that shape the educational trajectories of immigrant youth and show that increases in anti‐immigrant sentiment might bring about long‐term damage to the success of immigrants in their host countries. They also suggest that school administrators and policymakers interested in immigrant success in the host countries should take anti‐immigrant sentiment into account when devising approaches to aid immigrant incorporation.

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“…Schools enrolling undocumented students or those who come from mixed status families might require special training to enable their school psychologists and counselors to address the trauma marking their students’ lived experiences (Aganza et al, 2019; Storlie & Jach, 2012). Arguably, given the national nature of the current anti-immigrant discourse, ever-EL high school students in both new and established immigrant destinations might require these affective supports before any real academic progress can be made (Chykina, 2021). Ultimately, inclusive state policies build, rather than constrain ever-EL students’ college-going habitus, allowing practitioners to focus on the students’ academic well-being; in contrast, restrictive immigrant and immigration policies require that educators and schools must first bolster the psychosocial well-being of ever-EL students before proceeding on to academic learning.…”

Section: Implications For Research Policy and Practicementioning

confidence: 99%

EL Policy and Immigrant Politics: State and Federal Policy and Ever-EL Students’ Postsecondary Pathways

2022

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Although current and former English Learner (EL) or “ever-EL” students comprise one of the fastest-growing K-12 populations, we still know relatively little about the factors that influence their college-going. Using Perna’s seminal college-going model as a launching point, we propose a policy-driven empirical approach to explore how state and federal policy uniquely inform ever-EL students’ academic trajectories. This model considers how EL education policy is largely defined at the federal level but interpreted and implemented by state and local actors (i.e., the Lau and Castañeda cases). In addition, largely of immigrant origin, ever-EL students are directly affected by federal immigration policy as well as state immigrant policies. We suggest that the unique status of EL education in K-12 schools and the framing of immigrant-origin communities in federal and state policies make it necessary to consider both federal and state policy contexts in ever-EL college-going research.

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Trying to excel in the Golden State: anti-immigrant sentiment and immigrant educational achievement in California

Cited by 4 publications

References 109 publications

Pro-integration policies and the occupational expectations of immigrant youth

Pro-integration policies and the occupational expectations of immigrant youth

Expecting to achieve against the odds: Anti‐immigrant sentiment and immigrants' educational and occupational expectations in Europe

EL Policy and Immigrant Politics: State and Federal Policy and Ever-EL Students’ Postsecondary Pathways

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