Unveiling Vulnerability Determinants Among Migrant-Background Students: A Systematic Review
Since 2015, the increasing influx of migrant children into European Union countries has raised critical questions regarding their access to equitable education. This fact has highlighted the necessity to examine and systematize the vulnerability determinants that contribute to their socioeducational...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Consejo Superior de Investigaciones Científicas (CSIC) |
| Repositorio: | DIGITAL.CSIC. Repositorio Institucional del CSIC |
| OAI Identifier: | oai:digital.csic.es:10261/412745 |
| Acceso en línea: | http://hdl.handle.net/10261/412745 |
| Access Level: | acceso abierto |
| Palabra clave: | Academic underachievement Early school leaving Educational vulnerability Migrant-background students Socioenvironmental factors Educational policy Immigrants |
| Sumario: | Since 2015, the increasing influx of migrant children into European Union countries has raised critical questions regarding their access to equitable education. This fact has highlighted the necessity to examine and systematize the vulnerability determinants that contribute to their socioeducational disadvantages. This systematic literature review explores the vulnerability factors or determinants influencing migrant-background children’s academic underachievement and early school leaving (ESL). Employing the PRISMA approach and utilizing Covidence software for data collection, 74 articles were reviewed. Guided by Bronfenbrenner’s ecological framework, vulnerability determinants were classified into micro-, meso-/exo-, and macrosystemic levels. The review reveals a predominant focus in the literature on microlevel factors, with only limited attention to macrolevel determinants. These research findings underscore the need for further exploration of macrolevel factors and call for a greater focus on intersectionality when addressing migrant-background students’ socioeducational vulnerabilities. |
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