Search results

Aim. This research paper discusses the educational process of immigrant children in Lithuania with the intention to determine the integration trajectory most likely to be chosen by the immigrant students. Methods. The research methods include legal analysis of Lithuanian legislations related to immigration, immigrant integration and education, meta-analysis of previous research on immigrant integration into Lithuanian society as well as semi-structured interviews with experts of the Ž eld. Results. Having completed the research, the following conclusion has been drawn: immigrant children's education in Lithuania does not tend to create conditions for successful integration and it inß uences immigrant students' choice of integration paths that may inspire inner or outer conß ict. This is due to the lack of integration policy and strategy at the state level as well as the tendency to create cultural hierarchy within the Lithuanian culture considered as above others. Practical application. The results of the research can be used to improve the conditions of immigrant children's education in Lithuanian schools on the national level as well as by schools willing to foster the integration of immigrant students; the results can also be considered in the process of establishing integration policy on the state level.

This article examines the effects of neighborhoods and schools on the achievement gaps between adolescents of different nativities and ethnicities. We show that neighborhood and school conditions are better for natives' than for immigrants' children, and they are the worst for Hispanic immigrants. Using cross-classified hierarchical models, we find that introducing neighborhood and school characteristics helps to account for the disadvantage of Mexican immigrants' children but to reveal the advantage of Filipino immigrants' children, compared to native non-Hispanic Whites. Neighborhood and school effects are not universal: they influence school performance of immigrants' children more than that of natives' children.

No state has felt the impact of the new immigration more than California, and no institution more than its schools. Fully a third of the nation's 20 million immigrants are concentrated in California, and over a third of the state's schoolchildren speak a language other than English at home. Largely from Asia and Latin America, these new Californians are extraordinarily diverse in their social, economic, and cultural origins. Their children are growing up in a context of prolonged recession and fiscal woes which have fueled public discontent over the presence of immigrants in the state as evidenced by the passage of Proposition 187 in November 1994. Yet for all the political controversy surrounding public funding of education for immigrant children—and even though these children will become a crucial component of the larger economy and society in years to come—very little is known about their educational progress and adaptation patterns to date. The original works assembled in this volume address these complex issues systematically, as well as their implications for educational policy. The expert contributors sociologists, political scientists, anthropologists, psychologists, and educational policy analysts bring to the topic a wide range of theoretical perspectives and methodological approaches. Several chapters report new comparative studies on patterns of acculturation and achievement among both U.S.-born and immigrant students. Others focus critically on educational policy and politics, particularly school restructuring reforms and efforts by public school systems to meet the needs of immigrant children.