Abstract
The aim of this chapter is to identify the factors that affect transitions to upper secondary education among students with migrant backgrounds. Based on an adaptation of Bourdieu’s theoretical framework and a mixed methodology that combines students’ questionnaires and interviews in Barcelona, the chapter demonstrates the overwhelmingly disadvantaged conditions that migrant students deal with in their upper secondary educational transitions. Results suggest three main interrelated factors: a devaluation of family capital as a result of the migration process; a lack of legitimised linguistic capital that affects students’ grades in lower secondary education and teaching recommendations; and a misalignment between the standard timeframes of schooling and the timeframes of migrant trajectories, which reduces the chances that migrant students choose the academic track. The chapter demonstrates the usefulness of applying Bourdieu’s analytical tools to better understand the role of migration in the making of educational transitions.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
