Light and shade in the school paths of students from immigrant families

This article analyses the perception of students from immigrant families of the favourable factors which helped them stay in school through the high-risk transition from compulsory secondary education to post-compulsory education. We specifically focus on identifying the individual, academic, family...

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Detalles Bibliográficos
Autores: Sánchez Martí, Angelina, Cano-Hila, Ana Belén, Massot Lafon, Ma. Inés (María Inés)
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2018
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/158517
Acceso en línea:https://hdl.handle.net/2445/158517
Access Level:acceso abierto
Palabra clave:Estudiants
Immigrants adolescents
Students
Teenage immigrants
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spelling Light and shade in the school paths of students from immigrant familiesSánchez Martí, AngelinaCano-Hila, Ana BelénMassot Lafon, Ma. Inés (María Inés)EstudiantsImmigrants adolescentsStudentsTeenage immigrantsThis article analyses the perception of students from immigrant families of the favourable factors which helped them stay in school through the high-risk transition from compulsory secondary education to post-compulsory education. We specifically focus on identifying the individual, academic, family and contextual factors which promoted the persistence, retention and academic success of these young people, bearing in mind the risk factors stemming from their experiences of migration. Lastly, we shed some light on the ways migration has affected their progress in the school system.Universitatii din Oradea2018info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/158517Articles publicats en revistes (Sociologia)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://www.ceeol.com/search/article-detail?id=659965Journal of Psychological and Educational Research, 2018, vol. 26, num. 1, p. 7-22(c) Sánchez Martí et al., 2018info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1585172026-05-27T06:46:51Z
dc.title.none.fl_str_mv Light and shade in the school paths of students from immigrant families
title Light and shade in the school paths of students from immigrant families
spellingShingle Light and shade in the school paths of students from immigrant families
Sánchez Martí, Angelina
Estudiants
Immigrants adolescents
Students
Teenage immigrants
title_short Light and shade in the school paths of students from immigrant families
title_full Light and shade in the school paths of students from immigrant families
title_fullStr Light and shade in the school paths of students from immigrant families
title_full_unstemmed Light and shade in the school paths of students from immigrant families
title_sort Light and shade in the school paths of students from immigrant families
dc.creator.none.fl_str_mv Sánchez Martí, Angelina
Cano-Hila, Ana Belén
Massot Lafon, Ma. Inés (María Inés)
author Sánchez Martí, Angelina
author_facet Sánchez Martí, Angelina
Cano-Hila, Ana Belén
Massot Lafon, Ma. Inés (María Inés)
author_role author
author2 Cano-Hila, Ana Belén
Massot Lafon, Ma. Inés (María Inés)
author2_role author
author
dc.subject.none.fl_str_mv Estudiants
Immigrants adolescents
Students
Teenage immigrants
topic Estudiants
Immigrants adolescents
Students
Teenage immigrants
description This article analyses the perception of students from immigrant families of the favourable factors which helped them stay in school through the high-risk transition from compulsory secondary education to post-compulsory education. We specifically focus on identifying the individual, academic, family and contextual factors which promoted the persistence, retention and academic success of these young people, bearing in mind the risk factors stemming from their experiences of migration. Lastly, we shed some light on the ways migration has affected their progress in the school system.
publishDate 2018
dc.date.none.fl_str_mv 2018
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/158517
url https://hdl.handle.net/2445/158517
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://www.ceeol.com/search/article-detail?id=659965
Journal of Psychological and Educational Research, 2018, vol. 26, num. 1, p. 7-22
dc.rights.none.fl_str_mv (c) Sánchez Martí et al., 2018
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) Sánchez Martí et al., 2018
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universitatii din Oradea
publisher.none.fl_str_mv Universitatii din Oradea
dc.source.none.fl_str_mv Articles publicats en revistes (Sociologia)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300719

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