Explaining the academic achievement gap of immigrant youth in Austria

Abstract

Informed by a risk and resilience developmental perspective, this study tests individual, family and school level processes as potential explanations of the immigrant academic achievement gap. In total, 1155 adolescents (48% girls; 20% immigrants, 11–14 years) attending grades 5, 6, 7 and 8 in secondary schools participated. Controlling for gender, age, citizenship, country of birth, SES, and school type, immigrant adolescents had lower levels of academic achievement compared to non-immigrants. High levels of scholastic anxiety, low levels of scholastic self-concept, high levels of parental performance expectations, and high school performance expectations helped to explain these associations. In the full model, only scholastic anxiety and self-concept remained significant mediators. Recommendations are to implement positive and growth-oriented student-centred teaching styles to reduce the immigrant academic achievement gap.