Natives and Immigrants Enrolled in Spanish Intermediate Vocational Education and Training: A Comparative Study

Autor/inn/en	Cerdà-Navarro, Antoni; Salvà-Mut, Francesca; Comas-Forgas, Rubén; Morey-López, Mercè
Titel	Natives and Immigrants Enrolled in Spanish Intermediate Vocational Education and Training: A Comparative Study
Quelle	In: Research in Post-Compulsory Education, 25 (2020) 3, S.295-317 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cerdà-Navarro, Antoni) ORCID (Salvà-Mut, Francesca) ORCID (Comas-Forgas, Rubén) ORCID (Morey-López, Mercè)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2020.1802942
Schlagwörter	Vocational Education; Foreign Countries; Immigrants; Student Characteristics; Course Selection (Students); Dropouts; Intention; Academic Persistence; Student Attitudes; Student Participation; Money Management; At Risk Students; Family Income; Unemployment; Parents; Indigenous Populations; Age Differences; Gender Differences; Employment Level; Background; Elementary Secondary Education; Postsecondary Education; Spain + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Ausland; Immigrant; Immigrantin; Immigranten; Course selection; Student; Students; Kurswahl; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Familieneinkommen; Arbeitslosigkeit; Eltern; Sinti und Roma; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Beschäftigungsgrad; Hintergrundinformation; Post-secondary education; Tertiäre Bildung; Spanien
Abstract	This article looks at the differences and similarities between Spanish-born and immigrant students enrolled in the first year of Intermediate Vocational Education (IVET) programmes in Spain. We analyse and compare their sociodemographic and academic backgrounds, their reasons for choosing IVET courses, their dropout intention and, finally, their commitment and engagement with the IVET programs in which they are enrolled. Data were obtained from a sample of 1,119 students, aged between 16 and 18, enrolled in first year IVET courses in the regions of Balearic Islands and Catalonia (Spain). The sampling strategy adopted was convenience sampling. Among other conclusions, the results point to students with an immigrant background having greater financial difficulties and a higher likelihood of having unemployed parents when compared with native ones. Also, immigrant students, mostly chose the IVET programmes in which they are enrolled to improve their employability. Finally, students from an immigrant background reported poorer relationships with teachers and classmates, as well as lower family availability/assistance and higher levels of school/academic indiscipline. These results point out the need for ongoing implementation of interventions aimed at providing greater assistance to immigrant students both in school guidance and more support by their teachers. This intervention is vital in order to increase the family support in the educational pathways of the immigrant students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01