Special Issue "Understanding School Success of Migrant Students: An International Perspective"
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (30 September 2021) | Viewed by 14174
A printed edition of this Special Issue is available here.
Interests: acculturation and cultural identity; school adjustment of immigrant and minority youth; school dropout; values in school education; gender disparities in a school context; career choice and career education; digital tools in education
Special Issues, Collections and Topics in MDPI journals
Interests: social and academic resilience of students; intersectional approaches in educational psychology; socialization patterns of immigrant and minority youth; cross-cultural comparisons of school success
The aim of this issue is to understand school success of migrant students by analyzing individual, social, and societal factors of resilience among students. Despite existing educational inequalities, the literature hardly provides empirically validated insights on school success pathways of migrants. One of the main challenges migrant students experience while adjusting to the mainstream culture is known as acculturation. Acculturation outcomes in the school context can be measured in terms of students’ sociocultural and psychological adjustment to the new teaching and learning environment, as well as to the new academic culture. It is therefore important to consider the process of acculturation and its outcomes in schools while discussing the academic success or failure of minority students. The aim of the Special Issue is to empirically identify and compare pathways for policy actions in schools and communities to tackle barriers of migrant students’ school success. These resilience pathways will address differences in individual and social risks and identify protective factors for young immigrants to overcome obstacles linked to discrimination and low educational outcomes. The Special Issue focusses especially on international empirical research comparing and explaining school success factors for migrant students in different countries. Interestingly, international research so far has not conclusively identified if migrant students have special or even specific school success patterns, diverging from school success styles of native students.
Prof. Dr. Elena Makarova
Prof. Dr. Wassilis Kassis
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- migrant students
- school adjustment
- school (dis-)engagement
- school success
- international comparison