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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

4

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