Unequal Educational Outcomes among First-Generation Immigrants: The Case of Youth from the Former Soviet Union in Israel

Abstract

This study focuses on school enrollment and patterns of track placement in the Israeli secondary education system among immigrant youth from the former Soviet Union. This unique case is discussed in the light of segmented assimilation theory and the accommodation-without-assimilation hypothesis. The findings of the study conclude that a family's previous socio-economic status is more important than its current socio-economic status in determining the educational outcomes of immigrant youth; students whose mothers possess higher educational qualifications are more likely to be enrolled in Israeli high schools and intend to complete all necessary matriculation examinations than children whose mothers have lower educational qualifications; immigrant youth with a previous record of high academic achievements in the Soviet Union had stronger matriculation intentions and were more likely to be enrolled in academic tracks; a student's proficiency in Hebrew had strong, significant effects on enrollment status, educational intentions and track placement; youth reporting negative relations with Israeli peers and frequent arguments with parents over smoking, alcohol and drugs were more likely to drop out and have lower educational intentions; and immigrant adolescents with stronger ties to Israeli peers were less likely to be enrolled in academic and professional tracks.