Academic Performance of Immigrant Students and Teachers’ Expectations

García-Fernández, Cristina María; García-Segura, Sonia; Gil-del-Pino, Maria del Carmen

doi:10.1590/1982-4327e3126

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School and Educational Psychology • Paidéia (Ribeirão Preto) 31 • 2021 • https://doi.org/10.1590/1982-4327e3126 copy

Academic Performance of Immigrant Students and Teachers’ Expectations

Desempenho Acadêmico de Alunos Imigrantes e Expectativas Docentes

Rendimiento Académico de los Estudiantes Inmigrantes y Expectativas Docentes

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This study focuses on whether teachers’ thinking is prophetic, that is, whether these attitudes and actions permeate the students and condition their academic performance. To this end, we analyzed the beliefs of 167 teachers of Early Childhood, Elementary and High School Education in the province of Córdoba (Spain). A questionnaire was used to know the relationship between teachers’ beliefs about immigrant students and their possible influence on academic achievements. In the first place, the findings show the teachers’ lack of confidence in non-native students, a phenomenon that is largely unconscious; in the second place, lower school results in these students in relation to natives; and, finally, an external attributional style in teachers, for whom the families and the organizational resources of the school institution, not them, are the determining factors of school achievement.

Keywords:
immigration; competence; cultural diversity; academic achievement; teacher expectations

Factor	Item	M	SD	Kurtosis	Asymmetry
Family	5	3.090	1.034	-0.203	0.082
	6	2.757	1.025	-0.308	0.020
	7	2.563	0.970	-0.345	0.080
	8	3.4182	1.110	-0.585	-0.342
	15	3.454	1.061	-0.466	-0.309
	17	2.612	0.972	-0.638	-0.118
Academic success	9	3.33	1.135	-0.559	-0.391
	10	3.58	1.068	-0.134	-0.615
	11	3.32	1.155	-0.557	-0.339
	12	3.55	1.163	-0.379	-0.575
	14	2.98	1.160	-0.754	-0.118
Resources	16	1.77	0.958	0.126	1.019
	18	2.37	1.087	-0.800	0.215
	19	1.82	0.962	0.444	1.033
Teacher's involvement	1	2.83	1.199	-0.820	0.160
	2	3.63	1.006	-0.351	-0.352
	20	1.162	-0.149	-0.829	-0.149
	21	1.238	-0.012	-0.967	-0.012

Item	%
1. The school organization allows for educational attention adapted to the specific needs of foreign students.	71.1% agreement
2. When a new foreign student comes to your class, it is easy to gather information about their academic background.	44.6% agreement
3. A foreign-origin student, born in Spain, has the same opportunities for academic success than a national student.	82.7% agreement
4. The students' possibilities for academic success are conditioned by the type of family to which they belong.	75.3% agreement
5. Foreign-origin families are less involved in the educational center's activities.	28.3% agreement
6. Foreign-origin families are less involved in their children's education.	19.9% agreement
7. Foreign students are usually reluctant to integrating into the Educational System.	14.4% agreement
8. The teacher has to devote more effort to convey the importance of studying to foreign families.	50.6% agreement
9. In general, national-origin students usually achieve better results than their foreign peers.	49 % agreement
10. Foreign students require more effort and educational attention than their national peers.	59.7% agreement
11. Foreign-origin students need educational support in specific classes.	46.4% agreement
12. In your class, the students with higher academic levels are Spanish.	56.9% agreement
13. In your class, foreign students are involved in most of the conflicting behaviors.	1.8% agreement
14. Foreign students usually present more difficulties learning.	34.6% agreement
15. The problem presented by foreign students is not lack of ability but lack of stimuli and resources on the part of the families.	49.4% agreement
16. Trying to make my foreign students achieve good academic performance is an unattainable objective.	6.1% agreement
17. Foreign families are reluctant to integrating and/or participating in society and in school life.	17% agreement
18. The foreign students' grades lower the school's mean.	13.9% agreement
19. The teaching quality is affected by the presence of foreign students.	6.1% agreement
20. There is a social and economic inequality gap between foreign students and their Spanish peers, which explains non-uniformity in performance.	32.9% agreement
21. The teachers' expectations about the students exert a decisive influence on their academic results.	36.8% agreement

	Years in teaching	N	M	SD	F	Sig.	Games-Howell/ Tukey
Family factor	5-10 years	41	-0.396	0.883	7.382	0.000	1^st≠3^rd,4^th
	11-20 years	58	-0.155	1.016			2^nd≠3^rd
	21-30 years	36	0.530	0.847			3^rd≠1^st,2^nd
	31-41 years	22	0.281	1.001			4^th≠1^st
	Total	157	0.000	1.000
Academic results and success	5-10 years	41	-0.405	1.017	4.010	0.009	1^st≠4^th
	11-20 years	58	0.063	0.930
	21-30 years	36	0.096	0.946
	31-41 years	22	0.429	1.036			4^th≠1^st
	Total	157	0.000	1.000
Educational resources and opportunities	5-10 years	41	-0.163	0.923	1.592	0.194
	11-20 years	58	-0.109	0.991
	21-30 years	36	0.230	1.103
	31-41 years	22	0.214	0.938
	Total	157	0.000	1.000
Teacher's beliefs and involvement	5-10 years	41	-0.026	1.123	1.243	0.296
	11-20 years	58	0.141	0.793
	21-30 years	36	0.008	1.142
	31-41 years	22	-0.338	0.981
	Total	157	0.000	1.000

	Teacher's age	N	M	SD	F	Sig.	Games-Howell/ Tukey
Family factor	20-30 years old	18	-0.249	1.124	3.633	0.014
	31-40 years old	60	-0.215	0.922			2^nd≠4^th
	41-50 years old	42	0.050	0.978
	51-65 years old	37	0.414	0.981			4^th≠2^nd
	Total	157	0.000	1.000
Academic results and success	20-30 years old	18	-0.412	1.111	2.436	0.067
	31-40 years old	60	-0.104	0.926
	41-50 years old	42	0.066	1.050
	51-65 years old	37	0.294	0.942
	Total	157	0.000	1.000
Educational resources and opportunities	20-30 years old	18	-0.581	0.549	3.307	0.022	1^st≠3^rd,4^th
	31-40 years old	60	-0.079	0.950
	41-50 years old	42	0.159	1.145			3^rd≠1^st
	51-65 years old	37	0.230	0.975			4^th≠1^st
	Total	157	0.000	1.000
Teacher's beliefs and involvement	20-30 years old	18	-0.414	1.080	1.953	0.123
	31-40 years old	60	0.198	0.953
	41-50 years old	42	-0.080	0.925
	51-65 years old	37	-0.028	1.075
	Total	157	0.000	1.000

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] Correspondence address: Sonia García-Segura. Universidad de Córdoba. Avenida San Alberto Magno, s/n, Córdoba 14071, Spain. E-mail: sgsegura@uco.es