Immigrant children school experience: how gender influences social capital formation and fruition?

Abstract

The scientific debate on the integration processes of ethnic minorities over the years has become ever deeper and wider. A common acknowledgment has emerged from this debate of the role of education as a valid strategy to unfold such processes. The school experience of young migrants or the young of immigrant origin develops itself along trajectories differentiated from those of natives. The migratory event and the status of ethnic minority give shape to the educative destinies of youth emphasizing or arranging particularly with class effect. However, a third factor, related to gender, enters this relation determining more outstanding differences than those traditionally evidenced in the school population as a whole that sees female students get the better over male classmates. The analyses of educational history of the young migrants has often been “gender blind”; the purpose of this paper is to analyse international research to find the elements connected both to the ethnicity and to the gender differences that lead towards this differentiated frame, analysing the results of some research realised on Ecuadorian boys and girls studying in Genoese high schools.

Download
Ravecca A. (2010) "Immigrant children school experience: how gender influences social capital formation and fruition? " Italian Journal of Sociology of Education, 2(1), 49-74. DOI: 10.14658/PUPJ-IJSE-2010-1-3  
Year of Publication
2010
Journal
Italian Journal of Sociology of Education
Volume
2
Issue Number
1
Start Page
49
Last Page
74
Date Published
02/2010
ISSN Number
2035-4983
Serial Article Number
3
DOI
10.14658/PUPJ-IJSE-2010-1-3
Issue
Section
Articles