Rendimiento Académico de los Estudiantes Inmigrantes y Expectativas Docentes

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

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Sumário

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

Rendimiento Académico de los Estudiantes Inmigrantes y Expectativas Docentes

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

El presente estudio de investigación se centra en conocer si el pensamiento del docente es un pensamiento profético, es decir, si esas actitudes y acciones docentes penetran en el alumnado y condicionan su desempeño académico. Para ello se analizan las creencias de 167 docentes de Educación Infantil, Educación Primaria y Educación Secundaria de la provincia de Córdoba (España). Se utilizó un cuestionario para conocer la relación entre el alumnado inmigrante y su posible influjo en el logro académico. Los hallazgos evidencian, en primer lugar, la escasa confianza del profesorado en el alumnado no autóctono, fenómeno que es en gran medida inconsciente; en segundo lugar, resultados escolares más bajos en este alumnado con relación al autóctono; y, finalmente, un estilo atribucional externo en los docentes, para quienes las familias y los recursos organizativos de la institución escolar, no ellos, son los factores determinantes del logro escolar.

Palabras clave:
inmigración; competencia; diversidad cultural; rendimiento escolar; expectativas del profesor

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