Иммигрантское происхождение или ассертивность? Поиск ключевых факторов образовательных достижений детей мигрантов
Ключевые слова:
ассертивность, образовательные достижения, успеваемость, миграция, Ярославль, Россия
Аннотация
После перестройки Россия стала привлекательной страной для мигрантов, в том числе многие мигранты с русскими корнями возвратились на родину. Среди мигрантов есть дети школьного возраста, которые, благодаря федеральному закону «Об образовании в Российской Федерации», имеют право на общее образование наравне с гражданами России. Однако зачастую на практике образовательным успехам этих детей препятствует расизм, нетерпимость, плохое знание русского языка и др. Однако результаты эмпирических исследований показывают, что дети мигрантов показывают хорошую успеваемость, по крайней мере сопоставимую с успеваемостью местных учащихся. Гипотеза парадокса мигранта утверждает, что мигранты оптимистичны, они думают и верят, что в принимающей стране можно осуществить мечты и улучшить условия жизни. Детям передается этот оптимизм от родителей, поэтому они хорошо занимаются в школах и их академические достижения выше. Но в литературе об академических достижениях не описана теория влияния оптимизма на успеваемость. В психологическом подходе для определения успеваемости последние эмпирические результаты особенно подчеркнули роль ассертивности «grit», т.е. настойчивость и энтузиазм по отношению к долгосрочным целям. В данной статье изучается влияние ассертивности на успеваемость, главным образом сравнивается ассертивность детей мигрантов и местных детей. На основе данных, собранных в Ярославской области, с помощью описательной статистики, анализа сравнения средних и регрессионного анализа демонстрируется, что дети мигрантов с Кавказа имеют более высокий уровень ассертивности, чем местные дети, что может объяснять их школьную успеваемость.
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Литература
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13. Kao, G., & Tienda, M. (1995). Optimism and achievement: The educational performance of immigrant youth. Social Science Quarterly, 76(1), 1-19. Retrieved from http://crcw.princeton.edu/migration/files/October 2009/Kao and Tienda.pdf
14. Lareau, A., & Weininger, E. B. (2003). Cultural capital in educational research: A critical assessment. Theory and Society, 32(5/6), 567-606. https://doi.org/10.1023/B:RYSO.0000004951.04408.b0
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18. Lukianova, E. L. (2011). Educational achievements of migrant children (on the materials of survey at Saint-Petersburg). Journal of Social Policy Studies, 9(3), 319-338. (in Russian)
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21. Pong, S., & Landale, N. S. (2012). Academic achievement of legal immigrants’ children: the roles of parents’ pre- and postmigration characteristics in origin-group differences. Child Development, 83(5), 1543-1559. https://doi.org/10.1111/j.1467-8624.2012.01790.x
22. Pribesh, S., & Downey, D. B. (1999). Why are residential and school moves associated with poor school performance? Demography, 36(4), 521-34. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/10604079
23. Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288. https://doi.org/10.1037/0033-2909.130.2.261
24. Roshchina, Y. (2010). Accessibility of professional education in Russia(ESCIRRU Working Paper No. 13). Berlin: ESCIRRU. Retrieved from http://www.diw-berlin.de/documents/publikationen/73/diw_01.c.347207.de/diw_escirru0013.pdf
25. Roshchina, Y. (2012). Family capital as a factor of educational opportunities for Russian high school students. Voprosy Obrazovaniya / Educational Studies, 1, 257-277. Retrieved from https://vo.hse.ru/data/2013/11/01/1283174703/VO1_12%20Roshina.pdf (in Russian)
26. Suárez-Orozco, C. (2001). Afterword: Understanding and serving the children of immigrants. Harvard Educational Review, 71(3), 579-590.
27. Suárez-Orozco, C., Gaytán, F. X., Bang, H. J., Pakes, J., O’Connor, E., & Rhodes, J. (2010). Academic trajectories of newcomer immigrant youth. Developmental Psychology, 46(3), 602-618. https://doi.org/10.1037/a0018201
28. Sullivan, A. (2001). Cultural capital and educational attainment. Sociology, 35(4), 893-912. https://doi.org/10.1177/0038038501035004006
29. Tovar-GarcRa, E. D. (2012). Approaches to study educational and occupational trajectories and outcomes. Working Papers on Culture, Education and Human Development, 8(2), 1-19. Retrieved from http://www.uam.es/otros/ptcedh/2012v8_pdf/v8n2eng.pdf
30. Tovar-GarcRa, E. D. (2013). Determinants of educational outcomes in Yaroslavl, Russia. Revista Electrónica de Investigación Educativa, 15(2), 100-113.
31. Tovar-GarsRa, E. D. (2013a). Educational trajectories of schoolchildren in the Yaroslavl region: Discriminant analysis vs. logistic regression. Sotsiologiya: 4M, 36, 65-93. (in Russian)
32. Tovar-GarcRa, E. D. (2013b). Relationship between parental education, educational trajectories and achievements of schoolchildren in the Republic of Tatarstan. Voprosy Obrazovaniya / Educational Studies, 2, 252-269. https://doi.org/10.17323/1814-9545-2013-2-252-269 (in Russian)
33. Tovar-GarcRa, E. D. (2014). Determinants of educational outcomes: Analysis of the Republic of Tatarstan. Communist and Post-Communist Studies, 47(1), 39-47. https://doi.org/10.1016/j.postcom -stud.2014.01.001
34. Tovar-GarcRa, E. D. (2017). Migration background and educational achievements in Russia. Migraciones Internacionales, 9(1), 69-93.
35. Tovar-GarcRa, E. D., & Alòs i Font, H. (2017). Bilingualism and educational achievements: The impact of the language used at home by Tatar school students in Tatarstan, Russia. Journal of Multilingual and Multicultural Development, 38(6), 545-557. https://doi.org/10.1080/01434632.2016.1213847
36. Tovar-GarcRa, E. D., & Podmazin, E. (2018). The impact of socioeconomic status and population size on the use of the Tatar language at home. Intercultural Education, 29(1), 122-138. https://doi.org/10.1080/14675986.2017.1404740
37. Tyumeneva, Y., Kuzmina, J., & Kardanova, E. (2014). IRT Analysis and Validation of the Grit Scale: ARussian Investigation(Psychology No. WP BRP 24/PSY/2014). Moscow.
38. United Nations Department of Economic and Social Affairs/Population Division. (2016). International Migration Report 2015: Highlights. Retrieved from http://www.un.org/en/development/desa/population/migration/publications/migrationreport/docs/MigrationReport2015_Highlights.pdf
39. Vaquera, E., & Kao, G. (2012). Educational achievement of immigrant adolescents in Spain: do gender and region of origin matter? Child Development, 83(5), 1560-1576. https://doi.org/10.1111/j.1467-8624.2012.01791.x
40. Zaionchkovskaya, Zh., Poletaev, D., Florinskaya, Yu., & Doronina, K. (2014). Migranty glazami moskvichei [Migrants through the eyes of Muscovites]. Demoskop Weekly, 605-606, 1-28. Retrieved from http://demoscope.ru weekly/2014/0605/s_map.php#1 (in Russian)
2. Alòs i Font, H., & Tovar-Garc3a, E. D. (2015). Factors affecting the knowledge of Chuvash language amongst school students in Russia. Sociolinguistic Studies, 9(4), 345-372. https://doi.org/10.1558/sols.v9i4.26771
3. Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education(pp. 241-258). New York: Greenwood Press.
4. Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 95-120. Retrieved from http://www.jstor.org/stable/2780243
5. DiMaggio, P. (1982). Cultural capital and school success: The impact of status culture participation on the grades of U.S. high school students. American Sociological Review, 47(2), 189-201.
6. Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087
7. Farkas, G. (2003). Cognitive skills and noncognitive traits and behaviors in stratification processes. Annual Review of Sociology, 29, 541-562.
8. Hanushek, E. A. (1996). Measuring investment in education. Journal of Economic Perspectives, 10(4), 9-30. https://doi.org/10.1257/jep.10.4.9
9. Hanushek, E. A., Lavy, V., & Hitomi, K. (2008). Do students care about school quality? Determinants of dropout behavior in developing countries. Journal of Human Capital, 2(1), 69-105. https://doi.org/10.1086/529446
10. Hao, L., & Woo, H. S. (2012). Distinct trajectories in the transition to adulthood: are children of immigrants advantaged? Child Development, 83(5), 1623-1639. https://doi.org/10.1111/j.1467-8624.2012.01798.x
11. Kamaev, A., & Tovar-GarcRa, E. D. (2016). Educational achievements of migrant schoolchildren in Moscow (SSOAR No. 0168-ssoar-46748-7). Moscow. Retrieved from http://nbnresolving.de/urn:nbn:de:0168-ssoar-46748-7
12. Kao, G. (2004). Parental influences on the educational outcomes of immigrant youth. International Migration Review, 38(2), 427-449. Retrieved from http://www.jstor.org/stable/27645384
13. Kao, G., & Tienda, M. (1995). Optimism and achievement: The educational performance of immigrant youth. Social Science Quarterly, 76(1), 1-19. Retrieved from http://crcw.princeton.edu/migration/files/October 2009/Kao and Tienda.pdf
14. Lareau, A., & Weininger, E. B. (2003). Cultural capital in educational research: A critical assessment. Theory and Society, 32(5/6), 567-606. https://doi.org/10.1023/B:RYSO.0000004951.04408.b0
15. Levin, H. M. (1997). Raising school productivity: An x-efficiency approach. Economics of Education Review, 16(3), 303-311. https://doi.org/10.1016/S0272-7757(96)00069-6
16. Lin, E. S., & Lu, Y. (2016). The educational achievement of pupils with immigrant and native mothers: evidence from Taiwan. Asia Pacific Journal of Education, 36(1), 48-72. https://doi.org/10.1080/02188791.2014.922049
17. Lucas, S. R. (2001). Effectively maintained inequality: Education transitions, track mobility, and social background effects. American Journal of Sociology, 106(6), 1642-1690. https://doi.org/10.1086/321300
18. Lukianova, E. L. (2011). Educational achievements of migrant children (on the materials of survey at Saint-Petersburg). Journal of Social Policy Studies, 9(3), 319-338. (in Russian)
19. Luthra, R. R. (2010). Assimilation in a new context: educational attainment of the immigrant second generation in Germany (ISER No. 2010-21). Essex, UK. Retrieved from https://www.iser.essex.ac.uk/files/iser_working_papers/2010-21.pdf
20. Mello, Z. R. (2008). Gender variation in developmental trajectories of educational and occupational expectations and attainment from adolescence to adulthood. Developmental Psychology, 44(4), 1069-1080. https://doi.org/10.1037/0012-1649.44.4.1069
21. Pong, S., & Landale, N. S. (2012). Academic achievement of legal immigrants’ children: the roles of parents’ pre- and postmigration characteristics in origin-group differences. Child Development, 83(5), 1543-1559. https://doi.org/10.1111/j.1467-8624.2012.01790.x
22. Pribesh, S., & Downey, D. B. (1999). Why are residential and school moves associated with poor school performance? Demography, 36(4), 521-34. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/10604079
23. Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288. https://doi.org/10.1037/0033-2909.130.2.261
24. Roshchina, Y. (2010). Accessibility of professional education in Russia(ESCIRRU Working Paper No. 13). Berlin: ESCIRRU. Retrieved from http://www.diw-berlin.de/documents/publikationen/73/diw_01.c.347207.de/diw_escirru0013.pdf
25. Roshchina, Y. (2012). Family capital as a factor of educational opportunities for Russian high school students. Voprosy Obrazovaniya / Educational Studies, 1, 257-277. Retrieved from https://vo.hse.ru/data/2013/11/01/1283174703/VO1_12%20Roshina.pdf (in Russian)
26. Suárez-Orozco, C. (2001). Afterword: Understanding and serving the children of immigrants. Harvard Educational Review, 71(3), 579-590.
27. Suárez-Orozco, C., Gaytán, F. X., Bang, H. J., Pakes, J., O’Connor, E., & Rhodes, J. (2010). Academic trajectories of newcomer immigrant youth. Developmental Psychology, 46(3), 602-618. https://doi.org/10.1037/a0018201
28. Sullivan, A. (2001). Cultural capital and educational attainment. Sociology, 35(4), 893-912. https://doi.org/10.1177/0038038501035004006
29. Tovar-GarcRa, E. D. (2012). Approaches to study educational and occupational trajectories and outcomes. Working Papers on Culture, Education and Human Development, 8(2), 1-19. Retrieved from http://www.uam.es/otros/ptcedh/2012v8_pdf/v8n2eng.pdf
30. Tovar-GarcRa, E. D. (2013). Determinants of educational outcomes in Yaroslavl, Russia. Revista Electrónica de Investigación Educativa, 15(2), 100-113.
31. Tovar-GarsRa, E. D. (2013a). Educational trajectories of schoolchildren in the Yaroslavl region: Discriminant analysis vs. logistic regression. Sotsiologiya: 4M, 36, 65-93. (in Russian)
32. Tovar-GarcRa, E. D. (2013b). Relationship between parental education, educational trajectories and achievements of schoolchildren in the Republic of Tatarstan. Voprosy Obrazovaniya / Educational Studies, 2, 252-269. https://doi.org/10.17323/1814-9545-2013-2-252-269 (in Russian)
33. Tovar-GarcRa, E. D. (2014). Determinants of educational outcomes: Analysis of the Republic of Tatarstan. Communist and Post-Communist Studies, 47(1), 39-47. https://doi.org/10.1016/j.postcom -stud.2014.01.001
34. Tovar-GarcRa, E. D. (2017). Migration background and educational achievements in Russia. Migraciones Internacionales, 9(1), 69-93.
35. Tovar-GarcRa, E. D., & Alòs i Font, H. (2017). Bilingualism and educational achievements: The impact of the language used at home by Tatar school students in Tatarstan, Russia. Journal of Multilingual and Multicultural Development, 38(6), 545-557. https://doi.org/10.1080/01434632.2016.1213847
36. Tovar-GarcRa, E. D., & Podmazin, E. (2018). The impact of socioeconomic status and population size on the use of the Tatar language at home. Intercultural Education, 29(1), 122-138. https://doi.org/10.1080/14675986.2017.1404740
37. Tyumeneva, Y., Kuzmina, J., & Kardanova, E. (2014). IRT Analysis and Validation of the Grit Scale: ARussian Investigation(Psychology No. WP BRP 24/PSY/2014). Moscow.
38. United Nations Department of Economic and Social Affairs/Population Division. (2016). International Migration Report 2015: Highlights. Retrieved from http://www.un.org/en/development/desa/population/migration/publications/migrationreport/docs/MigrationReport2015_Highlights.pdf
39. Vaquera, E., & Kao, G. (2012). Educational achievement of immigrant adolescents in Spain: do gender and region of origin matter? Child Development, 83(5), 1560-1576. https://doi.org/10.1111/j.1467-8624.2012.01791.x
40. Zaionchkovskaya, Zh., Poletaev, D., Florinskaya, Yu., & Doronina, K. (2014). Migranty glazami moskvichei [Migrants through the eyes of Muscovites]. Demoskop Weekly, 605-606, 1-28. Retrieved from http://demoscope.ru weekly/2014/0605/s_map.php#1 (in Russian)
Опубликован
2018-11-06
Как цитировать
Товар-ГарсиаЭ. Д. (2018). Иммигрантское происхождение или ассертивность? Поиск ключевых факторов образовательных достижений детей мигрантов. Психология. Журнал Высшей школы экономики, 15(2), 326-345. https://doi.org/10.17323/1813-8918-2018-2-326-345
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