promot ers m. lacante, r. van esbroeck, w. lens, m. de metsenaere researchers
DESCRIPTION
Immigrants in higher education. Factors determining study choices and success for first year immigrant students. Promot ers M. Lacante, R. Van Esbroeck, W. Lens, M. De Metsenaere researchers M. Almaci, M. De Schryver. Research purposes (1). - PowerPoint PPT PresentationTRANSCRIPT
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Immigrants in higher education. Factors determining study choices and success for first
year immigrant students
Promoters
M. Lacante, R. Van Esbroeck, W. Lens, M. De Metsenaere
researchers
M. Almaci, M. De Schryver
2
Research purposes (1)
Problem:transfer from secondary to higher education and success rate of immigrant students in H.E. is problematic
Tinto model (1993): Social and family background (SES,…) Personal characteristics: skills and potential (cognitive,
motivational, affective variables) Earlier schooling Process of choice Academic and social integration
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Research purposes (2)
Participation of immigants in HE Educational career in SE and HE of immigrants Assess socio-economic profile of immigrants Personality characteristics and background factors of
immigrants in HE Career choice process and motivation in final year SE Process of integration in HE Assess presence of risk factors Profile of academic success and failure in HE
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Research methodology:identification of immigrants
Based on Nationality Place of birth Family name Secondary education in Belgium Efficient in the case of non-European immigrants (error
margin of 14%)
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Research methodology: Analysis of existing data banks
Loso-database: longitudinal research - started in 1989 Drop out-database: 1999-2000 SOHO-database: career choice development profiles in SE
(2003-2004)
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Research methodology:New research (2004-2005) (1)
4 universities – 3 institutions of HE (professional colleges) Extra group of students from SOHO-project
Etnicity SOHO New research TotalIndigenous 1.019 / 1.019
Immigrant-neighbouring countries
124 95 219
Immigrant-European countries
33 166 199
TMA immigrant 46 322 368
rest 26 162 188
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Research methodology: New research (2004-2005) (2)
974 immigrant students = 5.8% of intake
Proportion varies from one institution to another: proportion of immigrants higher in professional colleges (7.2% - 12.3%) proportion at universities between 3.3% and 14% Association Brussels has highest number of immigrant
VUB 14% / EHB 12.3%.
ethnic composition varies from one institution to another : proportion of TMA-students EHB 55.2% and VUB 55.5% other professional colleges: 51.8% - 56.1% other universities: 18.3% - 36.4%
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Results (1)
First year students HE: ethnicity by SES
Ethnicity immigrant
SES
Indigenous Neighb. Europe TMA Rest
Total
Lower SE
95 9.7%
6 3.3%
18 11.7%
157 56.5%
24 16%
300 17.2%
Higher SE 258 26.4%
39 21.5%
56 36.4%
78 28.1%
37 24.7%
468 26.9%
HE
625 63.9%
136 75.1%
80 51.9%
43 15.5%
89 59.3%
973 55.9%
Total 978 100%
181 100%
154 100%
278 100%
150 100%
1741 100%
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Results (2)
Study choice TMA-students opt more to go to university Preference for Economics, law, psychology…
Type HE University Prof. Coll
Total
N % N % N % Indigenous 23 27.7 60 72.3 83 100
TMA 68 53.1 60 46.9 128 100
Max. lower SE
Total
91 43.1 120 56.9 211 100
Indigenous 62 27.6 163 72.4 225 100
TMA 40 58.8 28 41.2 68 100
Max. higher SE
Total 102 34.8 191 65.2 293 100
Indigenous 262 47.9 285 52.1 547 100
TMA 33 89.2 4 10.8 37 100
Max HE
Total 295 50.5 289 49.5 584 100
Indigenous 347 40.6 508 59.4 855 100
TMA 141 60.5 92 39.5 233 100
Total
Total 488 44.9 600 55.1 1088 100
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Results (3) Academic success
Ethnicity
Immigrant
Acad. Result
Indigen
ous Neighb. Europe TMA Rest Total
Passed
453
56.1%
58
34.3%
57
31.3%
68
19.4%
49
28.2%
685
40.7%
Failed 176
21.8%
58
34.3%
57
31.3%
124
35.3%
74
42.5%
489
29%
Dropout 179
22.2%
53
31.4%
68
37.4%
159
45.3%
51
29.3%
510
30.3%
Total 806
100%
169
100%
182
100%
351
100%
174
100%
1684
100%
average success rate: one quarter of immigrant students against one half of indigenous students
TMA-students: 19.4% success rate
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Low success rate is resulting from
Combination of factors Family and background (SES, …) Skills and potential Process of choice Academic and social integration
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Results (4) Background factors
SES and ethnic identity TMA students:
- low SES- high unemployment rate (SE: 76,4 % fathers unemployed)
SES and ‘objective’ ethnicity: - both predictive of educational results- interchangeable
Within immigrant group: SES not related to educational results Within indigenous group: SES correlates with educ. results
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Study success by ethnicity and SES Ethnicity
Indigenous TMA - immigrants
Academ. result
lower
SE
higher
Se
higher
educ.
lower
SE
higher
SE
higher
educ.
Passed
31
43.7%
102
50%
306
61.1%
36
24.5%
15
20%
7
17.5%
Failed
14
19.7%
54
26.5%
104
20.8%
44
29.9%
25
33.3%
13
32.5%
Dropout
26
36.6%
48
23.5%
91
18.2%
67
45.6%
35
46.7%
20
50%
Total 71
100%
204
100%
501
100%
147
100%
75
100%
40
100%
Results (5) Background factors
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Results (6)
Skills and potential
Type secundary education and school career are significant predictors of HE results
Ethnicity
Immigrant
Type SE
Indigen
ous Neighb. EU TMA Rest Total
General
648
63.3%
154
71%
139
70.2%
171
46.5%
132
71%
1244
62.6%
Technical
371
36.4%
61
28.1%
54
27.3%
141
38.3%
48
25.8%
675
34%
Professional
0
0%
2
0.9%
5
2.5%
56
15.2%
6
3.2%
69
3.5%
Total 1019
100%
217
100%
198
100%
368
100%
186
100%
1988
100%
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Results (7) Skills and potential
Type SE Ethnicity Gen SE Techn SE Prof
SE Tot.
Indigenous on schedule 569 89.6%
222 60.5%
/ /
791 78.9%
delayed 66 10.4%
145 39.5%
/ /
211 21.1%
Immigrant neighb.
on schedule 45 60.8%
4 12.9%
2 100%
51 47.7%
delayed
29 39.2%
27 87.1%
0 0%
56 52.3%
Immigrant Europe
on schedule 86 81.1%
10 28.6%
1 33.3%
97 67.4%
delayed 20 18.9%
25 71.4%
2 66.7%
47 32.6%
Immigrant TMA
on schedule delayed
83 61% 53 39%
28 29.8% 66 70.2%
13 40.6% 19 59.4%
124 47.3% 138 52.7%
Immigrant Rest
on schedule delayed
72 66.7% 36 33.3%
15 46.9% 17 53.1%
1 33.3% 2 66.7%
88 61.5% 55 38.5%
Delayed school career
54.9% of immigrant students entered HE at the usual time
↕79% of indigenous students
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Results (8)
Skills and potential
Cognitive skills Cognitive tests beginning SE: TMA-students scored lower on
Verbal Numerical Spatial
Language (HE): Dutch as first language: 36 % success rate another first language: 22 % success rate
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Results (9)
Skills and potential Learning skills and attitudes
Start SE: No difference in motivation or interest in learning tasks Less effort for learning Less positive attitude to homework
HE: Underestimate importance of effort Spend less time on studies Attend classes less Prepared to undertake self-assessment Lack of appropriate test strategies
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Recommendations (1)
Language First language development often at lower level
(cf. limited economic and cultural capital) Priority attention Standards at every level of education Special projects:Tandem project; remedial language courses
(ATHOS) credits
Cognitive skills Flexible learning paths in SE and HE
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Recommendations (2)
Learning skills and attitudes To improve attitudes to homework and effort Different educational and organisational approach in HE Information and training in current test strategies
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Results: Process of choice
Unique importance TMA-students
Gather less information Fewer activities to support their choice More doubts in environment Positive view of own SE results Reject advice of others
Reasons for choice more material and extrincic
Less satisfied with choices - more doubts – less identifciation with chosen option
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Recommendations: Process of choice (1)
Raising awareness of study choices in third grade Broad exploration of study and career options Realistic assessment of students’ own profile Creation of a study choice file
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Recommendations:Process of choice (2)
Importance of role models Use a buddy system
HE students
Involvement of parents and social environment Recognise importance of reality testing Accept professional support Learn about HE system
Role of civil society (parents’ evenings)
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Results:Academic and social integration
No significant differences regarding well-being and relations with teaching staff.
TMA students identified more strongly with ‘own’ ethnic background
Positive relationship with other groups
Subjective ethnic identity and study success: Belgians = 35% TMA = 21%
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Recommendations: Academic and social integration
Offere extra curricular career choice activities Strenghtening cross cultural group activities
SE: within class activities HE: BRUTUS project
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General conclusion
A large number of mutually intertwined factors account for lower success rate
‘Static’ factors (social background) are related to remediable factors (skills, attitudes, process of choice…)
Interventions may bring about changes
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Concluding comments
TMA-students are Ambitious
they aim high stay longer in HE are prepared to continue
Persistent Remain longer in SE and HO Intend to continue the chosen HE educational program even after
failure