Mind the gap: Examining migrant-native disparities in reading performance and subjective wellbeing among 15-year-old students in different education systems

Contemporary European and North American societies have experienced changing demographics due to migration. School classrooms reflect this dynamic. To-date, few studies have examined migration effects on both reading skills and subjective wellbeing from an international comparative perspective. Usin...

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Autor principal:	Zi Wang
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Happiness life satisfaction migration PISA 2018 reading performance subjective wellbeing Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/853feec7834344d69f604ee82bfd15ae
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spelling	oai:doaj.org-article:853feec7834344d69f604ee82bfd15ae2021-11-20T05:14:24ZMind the gap: Examining migrant-native disparities in reading performance and subjective wellbeing among 15-year-old students in different education systems2666-374010.1016/j.ijedro.2021.100087https://doaj.org/article/853feec7834344d69f604ee82bfd15ae2021-01-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2666374021000571https://doaj.org/toc/2666-3740Contemporary European and North American societies have experienced changing demographics due to migration. School classrooms reflect this dynamic. To-date, few studies have examined migration effects on both reading skills and subjective wellbeing from an international comparative perspective. Using the 2018 Programme for International Student Assessment (PISA) dataset, this paper addresses the issue by examining migrant-native gaps in reading, happiness, and life satisfaction among 15-year-old students in four education models. Regression results illustrate that migrant students in general tend to experience a double inequality: they have lower reading performance and report lower life satisfaction when compared to native students (although in some cases they report higher happiness levels). However, such effects are also context-dependent. While a migration background has significant negative effects on students’ reading in Germanic and Nordic schools, its negative effects in Anglo-Saxon systems are above all manifested in students’ level of life satisfaction. In addition, compared to first-generation migrants, being of second generation is positively associated with reading performance in all education models, with the strongest effect in the Nordic countries. Such positive generation effects are statistically insignificant, on the other hand, on students’ wellbeing. Other individual factors such as socio-economic status and gender present mixed correlations with reading and wellbeing. Such findings invite scholars and practitioners to reflect, through the prism of migration, on how reading proficiency and wellbeing can differ in diverse educational approaches, and correspondingly seek context-specific intervention measures.Zi WangElsevierarticleHappinesslife satisfactionmigrationPISA 2018reading performancesubjective wellbeingTheory and practice of educationLB5-3640ENInternational Journal of Educational Research Open, Vol 2, Iss , Pp 100087- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Happiness life satisfaction migration PISA 2018 reading performance subjective wellbeing Theory and practice of education LB5-3640
spellingShingle	Happiness life satisfaction migration PISA 2018 reading performance subjective wellbeing Theory and practice of education LB5-3640 Zi Wang Mind the gap: Examining migrant-native disparities in reading performance and subjective wellbeing among 15-year-old students in different education systems
description	Contemporary European and North American societies have experienced changing demographics due to migration. School classrooms reflect this dynamic. To-date, few studies have examined migration effects on both reading skills and subjective wellbeing from an international comparative perspective. Using the 2018 Programme for International Student Assessment (PISA) dataset, this paper addresses the issue by examining migrant-native gaps in reading, happiness, and life satisfaction among 15-year-old students in four education models. Regression results illustrate that migrant students in general tend to experience a double inequality: they have lower reading performance and report lower life satisfaction when compared to native students (although in some cases they report higher happiness levels). However, such effects are also context-dependent. While a migration background has significant negative effects on students’ reading in Germanic and Nordic schools, its negative effects in Anglo-Saxon systems are above all manifested in students’ level of life satisfaction. In addition, compared to first-generation migrants, being of second generation is positively associated with reading performance in all education models, with the strongest effect in the Nordic countries. Such positive generation effects are statistically insignificant, on the other hand, on students’ wellbeing. Other individual factors such as socio-economic status and gender present mixed correlations with reading and wellbeing. Such findings invite scholars and practitioners to reflect, through the prism of migration, on how reading proficiency and wellbeing can differ in diverse educational approaches, and correspondingly seek context-specific intervention measures.
format	article
author	Zi Wang
author_facet	Zi Wang
author_sort	Zi Wang
title	Mind the gap: Examining migrant-native disparities in reading performance and subjective wellbeing among 15-year-old students in different education systems
title_short	Mind the gap: Examining migrant-native disparities in reading performance and subjective wellbeing among 15-year-old students in different education systems
title_full	Mind the gap: Examining migrant-native disparities in reading performance and subjective wellbeing among 15-year-old students in different education systems
title_fullStr	Mind the gap: Examining migrant-native disparities in reading performance and subjective wellbeing among 15-year-old students in different education systems
title_full_unstemmed	Mind the gap: Examining migrant-native disparities in reading performance and subjective wellbeing among 15-year-old students in different education systems
title_sort	mind the gap: examining migrant-native disparities in reading performance and subjective wellbeing among 15-year-old students in different education systems
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/853feec7834344d69f604ee82bfd15ae
work_keys_str_mv	AT ziwang mindthegapexaminingmigrantnativedisparitiesinreadingperformanceandsubjectivewellbeingamong15yearoldstudentsindifferenteducationsystems
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Mind the gap: Examining migrant-native disparities in reading performance and subjective wellbeing among 15-year-old students in different education systems

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