Educational expectations of Latinoamerican immigrant students: differences according to gender, origin and years in Spain
DOI:
https://doi.org/10.5027/psicoperspectivas-Vol23-Issue1-fulltext-2920Keywords:
Compulsory Secondary Education, expectations, gender, immigration, intercultural managementAbstract
The aim of this study was twofold. On the one hand, it seeks to analyze the educational expectations of immigrant students from Latin American and, on the other, to examine the influence exerted by gender, the length of stay in the host country and the country of origin on their expectations. The participants were 468 first-generation and second-generation immigrant students enrolled in 37 Compulsory Second Education schools in Andalusia (Spain). For gathering data, the survey technique was adopted. Overall, the participants declared high educational expectations, although it was the first-generation students who showed higher educational expectations. Likewise, differences were found in the assessment based on gender and length of stay in Spain, except for the country of origin. This study intends to provide a deeper understanding of the educational expectations from the students' perspective, which can help to challenge some of the stereotypes that teachers have about immigrant students from Latin America. Finally, the educational implications of the findings and their applications for the management of cultural diversity in the classroom are discussed.References
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