Abstract
<p class="apa">This paper addresses the importance of the diagnosis of “personal communities” as relational systems that may influence the academic pathways of young immigrants. As part of a longitudinal study of the academic persistence of young people in their transition from compulsory to post-compulsory education, a “personal network questionnaire” has been developed. This instrument allows the relational structure of students to be captured and represented, and the impact of this structure on educational outcomes to be analysed. It measures and explores the network of inter-relations with adults (family, educational and recreational professionals, etc.) and peers in different settings. The theoretical elements underpinning its design and implementation are the interweaving of the student social capital and social support system to which they have or may have access to, and the Social Network Analysis (SNA) approach as the methodological framework. This network approach is rendered highly significant and valuable for professionals in educational diagnosis to assess relational vulnerability and design programs of intervention and counseling. With graphic techniques, we can somewhat address this challenge by examining patterns in relational data, experimenting with these data and putting forward hypotheses.</p>
Highlights
The debate on the educational success of all students continues to be a priority today, at least in sociopolitical and academic fields, as it relates to educational equality and social justice
This paper addresses the importance of the diagnosis of “personal communities” as relational systems that may influence the academic pathways of young immigrants
The theoretical elements underpinning its design and implementation are the interweaving of the student social capital and social support system to which they have or may have access to, and the Social Network Analysis (SNA) approach as the methodological framework
Summary
The debate on the educational success of all students continues to be a priority today, at least in sociopolitical and academic fields, as it relates to educational equality and social justice. In Spain, as in many other countries, there are serious disparities in academic achievement between native middle-class students and students from the largest immigrant groups (Gibson & Carrasco, 2009). They form a complex group that integrates students with a highly diverse cultural background with different levels of previous schooling and competence in the official languages spoken in Barcelona (Spanish and Catalan). Research shows that students from immigrant backgrounds in Spain have worse educational outcomes than their native peers, both in terms of accomplishment (final levels achieved) and performance (grades) (Serra & Palaudàrias, 2010). With regards to school performance, the data available in Spain confirms that immigrant students leave educational system earlier than their peers and, the number of foreign students enrolled at high educational levels is lower, especially in post-compulsory schooling
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