Designing Programs to Meet and Assess the Needs of Migrant Students

The purpose of the researcher was to investigate the opinions of migrant parents and regular classroom teachers toward migrant education. A status survey factorial design was employed. The independent variables investigated were: position (parent and teacher), age (parent and teacher), gender (parent and teacher), amount of formal education (parent and teacher), parent involvement, number of children in school, number of years taught, level taught, and migrant students in class. The dependent variables were scores from the following subscales of the Opinion Toward Migrant Education Questionnaire: Migrant Students, Migrant Parents, Migrant Education, Regular Classroom Teacher, Migrant Classroom Teacher and Total. The sample consisted of 34 migrant parents and 136 regular classroom teachers. Four composite null hypotheses were tested at the .05 level of significance employing three-way analysis of variance (general linear model). A total of 144 comparisons were made plus 19 recurring. Of the 144 comparisons, 60 were for main effects and 84 were for interactions. Of the 60 main effects, 10 were statistically significant at the .05 level. Of the 84 interactions, 13 were statistically significant at the .05 level. Results of the present study appeared to support the following generalizations: 1. classroom teachers view the scale Migrant Parents more positive than migrant parents, 2. classroom teachers view the scale Migrant Education more positive than migrant parents, 3. classroom teachers view the scale Migrant Classroom Teacher more positive than migrant parents, 4. classroom teachers view the scale Total (the entire set of items) more positive than migrant parents, 5. classroom teachers with B.S. Degrees view the scale Migrant Students more positive than classroom teachers with M.S. Degrees or higher , 6. classroom teachers with more than 15 years of experience view the scale Migrant Students more positive than classroom teachers with 7 through 15 years of experience . 7. classroom teachers who had no migrant students in class view the scale Migrant Students more positive than classroom teachers who had migrant students in class, 8. classroom teachers with more than 15 years of experience view the scale Migrant Classroom Teacher more positive than classroom teachers with 7 through 15 years of experience, 9. classroom teachers who had no migrant students in class view the scale Total (the entire set of items) more positive than classroom teachers who have migrant students in class, 10. the age and gender of classroom teachers should be interpreted concurrently for Regular Classroom Teacher, 11. position, age and gender for classroom teachers and parents should be interpreted concurrently for Regular Classroom Teacher, 12. amount of parent formal education and parent involvement should be interpreted concurrently for Migrant Parents, 13. amount of parent formal education and parent involvement should be interpreted concurrently for Migrant Education, 14. amount of parent formal education and parent involvement should be interpreted concurrently for Migrant Teacher, 15. parent involvement and number of children in school should be interpreted concurrently for Migrant Teacher, 16 . amount of parent formal education and parent involvement should be interpreted concurrently for Total (the entire set of items), 17. amount of formal education, number of years taught and level taught should be interpreted concurrently for Migrant Students, 18. amount of formal education and level taught should be interpreted concurrently for Migrant Teacher, 19. number of years taught and level taught should be interpreted concurrently for Migrant Teacher, 20. amount of formal education and number of years should be interpreted concurrently for Migrant Teacher, 21. amount of formal education and migrant students in class should be interpreted concurrently for Migrant Teacher, and 22. amount of formal education and years taught should be interpreted concurrently for Total.

Migrant children are considered one of the most at-risk populations in the United States. They face multiple obstacles of poverty, poor health, mobility, and limited English proficiency, which contributes to the difficulties that migrant children may encounter in the educational system. Limited research has been conducted regarding migrant students with disabilities. The purpose of this study was to examine the extent to which the migrant student population was identified as having disabilities in Texas. Analyses were conducted on a state level, district level, and disability category level. Data were obtained from the Texas Education Agency. The sample consisted of 223 districts that had a total of 9,078 migrant special education students. The state-level analysis found that migrant students, collectively, were not disproportionately represented in special education when compared to the overall state percentage of migrant student representation in general education. The district-level analysis, however, ...

The educational barriers facing migrant students are examined in this research based on the experiences of teachers and Mexican migrant middle school students in Salinas, California. Through the research, I ask if academic barriers for migrant students differ from obstacles of their peers and if so, what are those differences? The barriers to migrant students’ education were explored through a literature review, examining themes of parental involvement, teacher–student relationships, student self-esteem, and the use of educational programs. Through snowball sampling, semi-structured interviews, and surveys, data were collected from four teachers and 18 migrant students to understand how these themes manifested and affected educational experiences. Research results have shown that positive teacher–student relationships were dependent on respect and understanding of one’s cultural background. Both academic and migration stresses affected student self-esteem and attitude towards schooling. Educational programs organized by various educational institutions helped students develop skills needed to meet state testing requirements despite outside social and cultural factors. Interviews demonstrated parents’ inability to support their children academically due to educational, language, or working restrictions. This research contributes to an increased understanding of migrant education by identifying and analyzing consistent experiences of migrant students within the American educational system.

Over the past few decades, internal migration in China has resulted in equity issues related to educational opportunities for migrant children. In an effort to provide equal schooling opportunities for migrant students, since 2001, the Chinese central government has implemented a series of policies to integrate migrant students into public schools. However, local governments were found to be implementing these policies in different ways, and the enrollment rates of migrant students in public schools varied from place to place. Existing research has largely investigated migrant children's educational outcomes, such as academic achievement. However, limited research to date has explored migrant students' well-being, which is considered an important outcome in recent decades by scholars from both within and outside China. This dissertation examines the urban-migrant gap in student well-being, specifically in mental health, sense of belonging, and school bullying victimization experience. Further, the study examines the role of school migrant composition in influencing the urban-migrant student well-being gap. This study utilized the China dataset of the Program for International Student Assessment (PISA) 2018, which contained 11,989 15-year-old participants from 361 middle schools, representing approximately 992,302 15-year-old students in Beijing, Shanghai, Jiangsu, and Zhejiang in China. The study utilized two-level hierarchical linear modeling (HLM) with appropriate student and school weights as the analytical method. Findings showed that migrant students had lower well-being than their urban peers in mental health, sense of belonging to schools, and school bullying victimization experience. Further, the school composition of migrant students is associated with the migrant-urban well-being gap. In particular, the school migrant composition significantly accounted for the between-school variation of migrantviii urban well-being gaps in student mental health; migrant students reported lower levels of mental health in schools with a higher proportion of migrant students. However, migrant students were found to have a higher sense of belonging when enrolling in schools with a higher proportion of migrant peers, relative to the migrant-urban gap in the sense of belonging for a typical school. The present study motivates the need for more attention on migrant students' school experience, alongside their academic outcomes. The different directions of how migrant composition relates to migrant students' mental health and school belongings raise the importance of considering school composition as an important factor in examining migrant education. As the number of migrant children arriving in urban centers continues to increase alongside China's economic development, policymakers and educational leaders should consider providing specific and targeted mental health services for migrant students; creating an inclusive public-school environment where migrant students feel connected and integrated; and enhancing necessary mental health resources for migrant students.

Migrant children are considered one of the most at-risk populations in the United States. They face multiple obstacles of poverty, poor health, mobility, and limited English proficiency, which contributes to the difficulties that migrant children may encounter in the educational system. Limited research has been conducted regarding migrant students with disabilities. The purpose of this study was to examine the extent to which the migrant student population was identified as having disabilities in Texas. Analyses were conducted on a state level, district level, and disability category level. Data were obtained from the Texas Education Agency. The sample consisted of 223 districts that had a total of 9,078 migrant special education students. The state-level analysis found that migrant students, collectively, were not disproportionately represented in special education when compared to the overall state percentage of migrant student representation in general education. The district-level analysis, however, indicated that there was a disproportionate representation of migrant students that received special education services in many school districts in Texas. Moreover, the disability category-level analysis indicated that there was a higher percentage of migrant students that received services under the learning disability category than would be expected.

Introduction. Globalization processes, which have developed rapidly in recent decades, are observed in all spheres of social life without exception. The opening of borders, digitalization, the development of a knowledge-based economy, and deepening economic polarization of the countries of the world have intensified such a form of international relations as educational migration. Students increasingly choose foreign educational institutions to acquire new competencies or obtain a higher education diploma. Global political and economic turbulence significantly affects student migration, creates a new system of factors and increases the challenges for educational migrants from poor countries.Purpose of the article. The purpose of the study is to determine the current trend of international migration of students from developing countries.Research methods. To achieve the goal of the article, a number of general scientific approaches and methods were used: analysis and synthesis, deduction and induction, comparison, structural-logical method, as well as special and empirical methods - scientific abstraction, elements of SWOT and comparative analysis.Results. Educational migration and international academic mobility of students are essentially close, mostly identical concepts. However, the migration of students can occur under the influence of a slightly different system of factors (exogenous and endogenous, global and national), because it involves not only studying in foreign higher education institutions, but also going abroad, finding a place of work and permanent residence. The article emphasizes that among the motivating factors, it is the improvement of the future material situation thanks to receiving a quality education at a prestigious university that occupies a prominent place, because it makes it possible to get a well-paid job in a developed country. This is especially true for students from poor countries who do not have such prospects at home. Restraining factors are language and psychological difficulties, lack of funds for study and accommodation, logistical and bureaucratic problems, etc. The challenges of the 20s of the 21st century were also the coronavirus pandemic and unprovoked Russian-Ukrainian aggression. These global factors caused significant changes in the migration policy of developed countries, which are the main recipients of educational migrants, and worsened the economic conditions for migration. Many university curricula provide online teaching for international students, and the geography of educational migration increasingly focuses on a group of the safest and most stable destinations.Prospects. Further research should be focused on finding ways to improve the effectiveness of international academic mobility programs in today’s conditions of global instability and technological development.

Background/Context Among the children of immigrants, one of the populations placed at greatest risk of not finishing high school are the children of migrant farmworkers. Although it is difficult to track graduation rates for migrant students because of their mobility, the U.S. Department of Education estimates that only half of all migrant children finish high school. These children face many of the same obstacles as children of immigrants whose families must cope with severe economic hardships, but they also must deal with additional challenges associated with their families’ migratory lifestyles and living situations. Purpose This article offers some background on the barriers that migrant youth face in school; describes the services provided to these young people by the federally funded Migrant Education Program, focusing on the authors’ research on the role of migrant education resource teachers; and discusses the implications of study findings and related research for improving educational opportunities for low-income children of immigrants. Research Design Findings are drawn from 4 years of ethnographic research in one Northern California high school, where 80% of the Mexican-descent migrant students in the Class of 2002 completed 12th grade, and from a set of comparative interviews carried out with migrant education resource teachers in four additional high schools. The analysis centers on the nature of the relationships that develop between migrant students and migrant teachers, including the teachers’ multiple roles as mentors, counselors, advocates, and role models, and on the kinds of support provided to students that help them navigate successfully through high school. Conclusions/Recommendations Study findings suggest that the migrant students’ school persistence and academic success were due at least in part to the supplemental services they received from the Migrant Education Program and, in particular, to the support provided to them by the migrant resource teachers. A key to the teachers’ effectiveness was the holistic nature of their relationships with students and their ability to connect students with the resources and networks needed for school success. In addition, the migrant teachers’ own identities as academically successful Mexican Americans, many of them the children of migrant farmworkers, increased their ability to serve as role models and to help students build bridges between their multiple worlds. Findings support many of those reported in the literature on successful college outreach programs. Unlike these programs, the Migrant Education Program is not selective; it serves all eligible students. Sometimes you're a teacher, sometimes you're a counselor, sometimes you're a social worker, sometimes you're a health consultant. It's so rewarding and the beauty of this job. — Migrant education resource teacher They are like the symbol that you can do it, too. When I see them, I think: “They did it. Why can't I do it?” — Migrant student

The Russian Federation is a multinational state. Globalization of the modern world leads to an increase in international ties. All this is reflected in the main directions of the state policy in the field of strengthening international cooperation and forming respect for historical values and cultural heritage of the peoples of the Russian state.
 
 The authors consider the main directions of activities carried out by regional higher educational institutions and public organizations in the field of adaptation of migrant students in the sociocultural space which is new for them.
 
 Since migrant students are a special category of population because of their age and social status, it is characterized by a number of special problems. Migrant students face many stressful effects of their new life environment. The quicker they adapt to new conditions, the more successful their learning process will be. Adaptation of international students has a long time character, as it is a very complex process. Students-migrants face great difficulties, among which are: a new sociocultural environment, unusual climatic conditions, an unfamiliar language and educational system.
 
 As practice shows, for a large number of foreign students, getting education in Russia is the so-called “launching pad” into future life. When receiving Russian education, foreign students hope to relocate to Russia for permanent residence, taking the citizenship of our state.
 
 Mordovian higher educational institutions continue to increase the export of educational services. Every year the geography of countries is expanding, admission of students from abroad increases. This trend will continue, as one of the objectives of the national project “Education” is to increase the number of foreign students.

Harvesting hardships: Educators’ views on the challenges of migrant students and their consequences on education

The article discusses the interpersonal effects of cooperative goal structures in classrooms with a large number of immigration background students. A goal structure could be one of the relational patterns that supports the migrant pupils and their classmates to accomplish school-related goals. A cooperative goal structure emphasizes positive interdependence between classmates. The main purpose of the research-invention is to remove the interpersonal barriers and promote better peer relationships between migrant and non-migrant pupils. We measured the cooperative goal structures’ effects through two variables: a) collaborative interaction; b) relational structure. For the collaborative interaction, we observed a positive result. Upon the collaboration offered by migrant students, the analysis yielded a statistically significant effect: Wilks Lambda = .80, F (2, 68) = 4.43, p <.001. With regard to the received collaboration, the outcome was: Wilks Lambda = .73, F (2, 64) = 11.37, p <.0005. As to the second variable, the study showed the improvement of the mutual relationship between migrant and non-migrant students and the overall increase of social density index in the classrooms. The paper proposes a new direction of development: integrating different levels of schoolbooks linguistic complexity within cooperative goal structures . Two methods can facilitate the control of linguistic complexity: the computing of linguistic indexes and text-layering . Both methods can help educators to scaffold reading difficulty levels for diverse students.

The transient nature of educational migration locates Indian student migrants ambivalently in the United States, rendering them illegible as diasporic subjects. However, by historically situating the movements of these students across borders, this essay illuminates how the liminality of student migrants’ positioning made their presence formative to Indian diasporic life. Offering a postcolonial American studies perspective, this essay examines educational migration in two key moments of US immigration history: the exclusionary era of the early twentieth century and the period following the 1965 Immigration and Nationality Act. Attention to these moments reveals how the circulation of student migrants between India and the United States is part of a longer history of colonial, postcolonial, and imperialist investments in education. Indian student migrants were embedded in struggles for global power, with contentions over nationhood and modernity serving as a crucial feature of their entanglements in these struggles. Embodying the possibilities for a future India, these youth carried a particular responsibility to the pursuit of Indian modernity and, as such, shaped the diasporic gaze back to an Indian homeland. Yet, forged through the confluence of race, class, surveillance, and nationalism, Indian student migrants’ negotiations of this sense of responsibility informed their political alignments in unexpected ways at key moments. Centring student migrants as important agents of diaspora-making, this essay examines these negotiations and their place in the production of Indian diasporic imaginaries in the United States.

This qualitative study investigated the experiences of first- and second-year migrant undergraduate students and staff in the College Assistance Migrant Program (CAMP) at Arizona State University (ASU). ASU CAMP, which started in 2016, is the first program of its kind at an Arizona public university. Using an ethnographic monitoring approach, a research team that included a faculty member and graduate and undergraduate students conducted observations in a variety of CAMP settings, along with interviews and document analysis, in order to examine how Mexican-origin CAMP scholars developed academic identities rooted in family and community strengths while resisting assimilation to the “foreign land” of the university. We theorize students’ academic identity development and staff’s efforts to support and advocate for them as a form of transformational resistance through which participants acknowledged the inequities and challenges facing migrant students in postsecondary education and began to “reinvent” the university as they confronted this reality. The findings are relevant to scholars, teachers, and others who work with migrant students in K-12 and postsecondary settings, as well as those who seek to support Latinx and first-generation college students’ academic identity development in culturally sustaining ways.

This study examines adult migrant students’ and Finnish vocational teachers’ experiences of migrant students’ learning in workplaces as part of vocational education and training qualifications. Theoretically, this study draws on previous research on students’ work-based learning, including insights from the 3P model (presage–process–product factors), as well as the literature on learning and working in a new linguistic and cultural context. The data were collected through individual interviews (n = 11) and a group interview (n = 6) with migrant students and individual interviews with vocational teachers (n = 13). The analysis provides insights into learner-specific and workplace-specific presage factors of migrant students’ learning at workplaces. We propose that these insights should be recognised when searching for new pedagogical solutions aiming at enhancing understanding of migrants’ learning at workplaces. The findings highlight the need to develop the integration of school-based and work-based learning while recognising (1) the benefits of workplace learning for migrant students’ learning and their journeys toward becoming members of work communities, and (2) stereotypical views that may hinder migrants’ efforts to access the benefits of learning in the workplace.

Acceptance of new students at several tertiary institutions, both public and private, will affect the learning and teaching process at these tertiary institutions. Because knowing the number of new students accepted is one way that can be used in determining the teaching and learning process.&#x0D; This study aims to predict the number of new students for the coming year with the Moving Average method and calculate the absolute mean error rate for this type of data analysis. This method is applied to one of the private universities in Indonesia. To know the prediction of the number of new students every year, or to find out the estimated number of new students for the coming year.&#x0D; The data used is the previous 7 years at one of the Indonesian private universities.&#x0D; The results of this study are expected to be able to assist these tertiary institutions in planning a good teaching and learning process, because the number of new students will affect the number of existing lecturer ratios.

As part of the rise in international student mobility, more children are venturing abroad for pre-tertiary education. These children are often embedded in the transnational social field, forging deep and ongoing familial, social-economic, and political connections across borders. Yet, to date, there have been limited explorations of young student migrants’ experiences of home during their educational sojourn. In this context, this paper draws on in-depth interviews and photo elicitation with 18 mainland Chinese student migrants who migrated to Singapore during childhood to explore how construction of home intertwines with educational mobility. I argue that student migrants’ complex transnational network has reshaped the geographies of their home, making it increasingly mobile and pluri-local. Their home is also associated with a set of meaningful relationships. However, this does not imply that they can produce a sense of home anywhere and everywhere. Emphasising the continuing salience of the physical qualities of a place in shaping one’s sense of home, I explore how student migrants’ home is simultaneously mobile, relational, and rooted materially.