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The Children of Immigrants at SchoolA Comparative Look at Integration in the United States and Western Europe$
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Richard Alba and Jennifer Holdaway

Print publication date: 2013

Print ISBN-13: 9780814760949

Published to NYU Press Scholarship Online: March 2016

DOI: 10.18574/nyu/9780814760949.001.0001

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Different Systems, Similar Results

Different Systems, Similar Results

Youth of Immigrant Origin at School in California and Catalonia

(p.84) Chapter Three Different Systems, Similar Results
The Children of Immigrants at School

Margaret Gibson

Silvia Carrasco

Jordi Pàmies

Maribel Ponferrada

Anne Ríos-Rojas

NYU Press

This chapter examines the impact of school structures, policies, and practices on immigrant youth in Spain and the United States. Drawing on field research conducted in six high schools, three in Catalonia and three in California, the chapter looks at the contradictions between discourse and practice, on the one hand, and immigrant students' actual experiences in school, on the other. It explores how schools through their structures, policies, and practices influence the social and academic integration of immigrant youth and how immigrant youth perceive and negotiate their integration. It also considers the ways in which the politicalization of borders affects immigrant-origin students' access to resources in school, their sense of membership within the school community, the nature of their participation in school activities, and ultimately their school persistence and academic achievement.

Keywords:   immigrant youth, high schools, Catalonia, California, immigrant students, academic integration, academic achievement, social integration, immigrant-origin students

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