Teachers' Guidance, Family Participation and Track Choice: The Educational Disadvantage of Immigrant Students in Italy

Autor/inn/en	Bonizzoni, Paola; Romito, Marco; Cavallo, Cristina
Titel	Teachers' Guidance, Family Participation and Track Choice: The Educational Disadvantage of Immigrant Students in Italy
Quelle	In: British Journal of Sociology of Education, 37 (2016) 5, S.702-720 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2014.982860
Schlagwörter	Immigrants; Disadvantaged; Track System (Education); Guidance; Foreign Countries; Social Capital; Vocational Education; Disproportionate Representation; Secondary School Students; Academic Achievement; School Choice; Family School Relationship; Equal Education; Parent Participation; Cultural Differences; Second Language Learning; English (Second Language); Decision Making; Academic Education; Interviews; Italy + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Leistungsgruppe; Leistungsdifferenzierung; Beratung; Ausland; Sozialkapital; Ausbildung; Berufsbildung; Sekundarschüler; Schulleistung; Choice of school; Schulwahl; Elternmitwirkung; Kultureller Unterschied; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Decision-making; Entscheidungsfindung; Akademische Bildung; Interviewing; Interviewtechnik; Italien
Abstract	In Italy, as in other European countries, students of foreign origin are over-represented in the vocational school tracks, with relevant consequences on their limited chances of attaining a university degree. While research has long underlined the weight that a family's social, cultural and economic capital has on a child's school performance, educational expectations and choices, the role that school and teachers themselves play in the transition from lower to upper secondary school has been rarely explored in Italian sociological research. The present study aims to bridge this gap in the literature, showing how teachers' orienting practices, interacting with highly differentiated patterns of family participation in the school guidance process, can play a relevant role in reproducing foreign-origin students' segregation into the lower tracks of the school system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01