Comments on: Educational outcomes of migrant children

By: Marianne

Marianne — Wed, 16 Mar 2022 11:50:21 +0000

Hi Ingrid! Your article about “Intercultural Communication in Education” in 2017 was recently discussed with Dr. Tenedero in class. As one of the student reporters, these factors, such as parental employment and race greatly resonate with the struggles of migrant children in achieving quality education. However, on my end, I think race is more of a significant factor to highlight than parental employment because even though there are public schools that offer inclusivity for non-native migrants, the students’ and teachers’ immediate biases based on negative stereotypes to treat others drives the educational outcome of the recipient. Moreover, these factors can also be encapsulated in the “hidden curriculum” concept that academic institutions should work harder to promote proper quality education for all. These mentioned challenges remind me of an excerpt that fits the situation. It describes that if we look at children as individuals rather than their linguistic backgrounds, maybe a multicultural relationship would foster and grow by this simple practice.

By: KyKy

KyKy — Fri, 09 Nov 2018 10:12:06 +0000

Immigrants often encounter more problems than locals. Though race, gender, parental education and employment, parental language proficiency do affect academic performances, the most important factor is their attitude to achieve. In order to assist students with their performances at school, strategies and pedagogies for developing second-language skills should be covered in both initial and in-service training for teachers who work with immigrant students. While language training is essential, it should be offered in addition to, not instead of, regular course work.

By: Nguyen Thien Duyen Ngo

Nguyen Thien Duyen Ngo — Tue, 09 Oct 2018 07:03:25 +0000

It is always difficult to adapt and live in the new environment, as an International Student, I face with a lot of difficulties and problems. In the case of migrant, there must be more difficulties for them, especially the sociocultural difference, the language barries or financial problems. Therefore, children coming from the immigrant or CALD family need more support from their parents, family and communities in their academic achievement.

By: Rochelle

Rochelle — Sun, 07 Oct 2018 11:40:17 +0000

Reading this article made me think of the migrants or even the illegal migrant in other countries like United States of America or any other first world countries whereby the parents wish and hoped that their children will have a better future via “escaping” from the fate of growing up in a third world country. However, I would think that reality is harsh fact that people would be judged by the gender, race, and other factors in the society. I would wish that people are able to help one another in a non-judgemental way.

By: Yan Yan

Yan Yan — Fri, 05 Oct 2018 13:36:06 +0000

Immigrants often encounter more problems in literacy learning than local students. These students will learn different literacy practice. The Educational outcomes of immigrant students are restricted by many factors, such as Parental education and employment, gender, rance, Age at migration and transnationalism, local context of reception, parents’ language skills. In my opinion, helping immigrants education and working to improve their educational environment is a fair reflection of education.

By: Cami

Cami — Thu, 04 Oct 2018 08:47:16 +0000

I found this article really interesting because the parents of the children have most likely hoped for a better life for their children by going to Japan but in the end the act of going to Japan can diminish the children’s chances of a brighter future. It would be interesting to look at more affluent immigrants in Japan and see if they fared much better than the Brazilian children.I found that the results about gender were also quite interesting as I have many female Japanese friends who have a degree but work in completely unrelated fields that do not require any qualifications and I sometimes wonder about the value of a degree in Japan, so it is interesting to see this reflected in the attitudes and behaviour of the Brazilian migrants.

By: tting

tting — Tue, 02 Oct 2018 04:38:08 +0000

International migration can have very different results in terms of outcomes for children migrating with their parents and children migrating alone. For example, child migrants are often exploited by the police, detained illegally, working in poor conditions and lacking in the necessary resources to move beyond border areas and apply for asylum. On the other hand, migrant children living in cities have a higher probability of accessing, accommodation, schooling, and NGO support. However, as in many other receiving developing countries, support of South African governmental organizations has been inadequate. Personally, except for some policies effects on migration’ education, parental education plays an important role in their language and culture.

By: Duong Khanh Vu

Duong Khanh Vu — Mon, 01 Oct 2018 05:44:23 +0000

his article offered the generous proof that the select rate of advanced education for the Brazilian vagrant kids in Japan is low because of serval factors, for example, parental training, sex, race, age. To me it is extremely irritating and worried that movement is as yet a calculate influencing individuals’ lives a wide range of regions to such a critical degree. What is especially striking inside this exploration is that the most noteworthy factor that associated with transient kids’ secondary school enrolment has been their dad’s work in standard work.

By: Xinyue Ji

Xinyue Ji — Thu, 27 Sep 2018 06:24:42 +0000

There are amounts of elements influencing children to enter a high school, including gender, race, local context of reception and parental Japanese language proficiency. Apart these aspects, I believe that the welfare policy of the local government is also a significant part. For instance, the government will pay a part of tuition fee for some families who are satisfied with the policies. This behaviour is helpful for some families whose parents do not have stable work.

By: Natalie

Natalie — Thu, 27 Sep 2018 05:22:51 +0000

It is disconcerting to note that despite the hardships associated with relocating to a new country/ culture/ language, there are so many sociocultural barriers in place to hinder a Brazilian migrant’s success in Japan. I would like to think that the situation in Australia is quite different whereby migrants are able to integrate with relative equality into Australian society. I take the case of my husband as an example. He migrated to Australia from Mexico at the age of 21 with very limited English language skills. 21 years later he has now fully integrated into Australian society, has a high level of proficiency in all four English language macro skills, is a successful businessman, homeowner and father of two children. And this is despite living in a very mono cultural/ Anglo Saxon dominated area of regional Australia. I know many other migrant families who similarly migrated in their early twenties and have been able to have build their lives in Australia with I believe very little if any sense of feeling discriminated against for their migrant background. Unfortunately, it seems for Brazilian migrant children in Japan, these same opportunities shall remain unavailable to them, especially while their parent’s employment situation remains unstable as a result of their education and expertise being undervalued.

By: Fern

Fern — Wed, 26 Sep 2018 23:58:27 +0000

On another note I would like to mention a trend that is noticeable in Sydney with regards to migrant children entering high schools in Sydney. The selective high schools that take in students based on merits at a competitive examination in year five contain a majority of migrant children , projecting the notion of migrant parents placing education of their children as a top priority in their agenda. However, considering the factors of parental employment and education, local context and reception and parents language proficiency in the dominant language , it is evident that this group of children fall into the ‘minority model’ that Lee,1996, Townsend and Fu 1998 suggest in Li (2003). Li (2003) mentions that this ‘minority model’ as a destructive myth which obstruct insights to the realities of migrant children failing at school due to the policies that govern educational institutions.
Li, G. (2003). Literacy, culture, and politics of schooling: Counternarratives of a Chinese Canadian family. Anthropology & Education Quarterly, 34(2), 182- 204.

By: Ngoc Hiep Nguyen

Ngoc Hiep Nguyen — Mon, 24 Sep 2018 06:15:09 +0000

The article firstly explores various factors that have an influence on the schooling rate of Brazilian migrant children in Japan: Parental education and employment, gender, race, age, local treatment. The most crucial finding is that the parental employment has a greatest impact on whether the Brazilian migrant children go to school or not. It is of my opinion that this finding is reasonable and it may be popular among migrant environments all over the world. In a modern world, it can be said that finance is a key and decisive factors in many aspects and is even more essential for the families who move from one country to another for residence where they have to start everything from scratch. If their parents work a regular job, then they can afford the children with regular schooling education, and vice versa.

By: Piiigah (kamali)

Piiigah (kamali) — Wed, 19 Sep 2018 08:30:01 +0000

In my opinion, the factor which can affect and increase eagerness in education is the job opportunities available in the future — which wasn’t mentioned in this article.

Although parents have undeniable influence on children’s motivation in education, the awareness of future job opportunities and future comfort is an essential factor. There are many reasons for why migrants can’t be confident enough in their education and choose their own way of life. For example, the percentage of acceptance by the communities in their new home, as well as financial issues. This can have a significant effect on children’s academic life.

By: Nidhi Dhir

Nidhi Dhir — Tue, 18 Sep 2018 12:27:47 +0000

This article focuses on the significance of monitoring family unit circumstances thoroughly. It is evident from article that migrant children are educationally disadvantaged regarding their Japanese peers. Undoubtedly, parental level of education is a determining factor of children’s educational achievement both in migrant and non-migrant populations. Apart from that factors like gender, race, age at migration, transnationalism, local context of reception and parental Japanese proficiency influence the enrollment rate of and academic performance of children.

By: Lai Ng

Lai Ng — Sun, 16 Sep 2018 06:47:06 +0000

It genuinely reflect the real situation when some governments ideally think the new migrants would solve their problems automatically. Even a conserved country like Japan needs to organise some bridging programmes for Brazilian migrants in order to help their second generation emerges into their local school system. Identity such as gender, age, transnationalism are factors affecting the effectiveness of the education outcome but they are not the most vital. The most vital factor is their parents. It seems their parents become their major obstacle in their studies. The parents’ ignorance of the importance of everyday schooling, bias in gender and underestimation their influence on their children give negative impacts on their multilingual education in Japan.

By: Anas

Anas — Fri, 14 Sep 2018 22:30:47 +0000

This is an interesting topic as it relates to my final comment in Task 1 (Literacy – the power code). The issue of migrants and education is a commonly debatable topic in Jordan. Jordan has a population of approximately 10 million people, 2.9 million of which are migrants. The 2.9 million consist of refugees, legal and illegal migrants. Syrian and Palestinian refugees are two of the main groups of refugees into the country. Palestinian refugees began their migration to Jordan back in 1948, followed by the Iraqis in 1990s and 2000s. In the last 5 years, the arrival of close to one million Syrian refugees (Amman, 2017). While the first two groups added additional job and economic opportunities to the country. However, the addition of Syrian refugees have posed a threat to the country mainly because the refugees come from the Southern part of Syria which are poor rural areas. Going back to the topic of education outcome of migrant children in Jordan, I would like to focus on the Syrian refugees and their educational journey in Jordan. The issues of access and quality of education are the two main concerns in Jordan. Initial effort to provide education to the children have been sporadic and isolated due to facilities, teaching aids and teachers were not readily available. It was not until 2015 that some form of movement started to address the issue. The main focus is on higher education among youth due to the following 2 matters – 1. the immigration policy is structured in such a way that the refugees are not allowed to return to Jordan once they leave the country, regardless of reason. This has caused unrest and feeling of desolation among youths 2. violence among the age group is on the rise and the government sees providing education is a way to curb the violence and ensure they are equipped with necessary skills to be part of a contributing society. Furthermore, based on the article above on the age factor, in 2017, the World Bank project will inject US$200 million to help Jordan expand access to early childhood education, and improve student assessment, teaching and learning conditions for Jordanian and Syrian refugee children (World Bank, 2017). Jordan has a long way to go before it can claim to be successful in educating the refugees. Nevertheless, continued and growing efforts from the Ministry of Education and other non-profit organisations such as ARDD (Arab Renaissance for Democracy and Development) Legal Aid are starting to show positive results. For example, the “New Perspectives” program offered by DAAD and GIZ has developed to include an academic scholarship, a community service portion, community-building, and psychosocial support. This serves to support the varied needs of students as they move through their education (Sherab & Kirk, 2016). The conditions of migrant children in Jordan is indeed different from the article from Piller on educational outcomes of migrant children, nevertheless, the factors such as parental education, gender, race and age of migration have played a part in determining their education pathways.