Education is a crucially important social institution, closely correlated with wealth, occupational prestige, psychological well-being, and health outcomes. Moreover, for children of immigrants – who account for almost one in four school-aged children in the U.S. – it is the primary means through which they become incorporated into American society. This insightful new book explores the educational outcomes of post-1965 immigrants and their children. Tracing the historical context and key contemporary scholarship on immigration, the authors examine issues such as structural versus cultural theories of education stratification, the overlap of immigrant status with race and ethnicity, and the role of language in educational outcomes. Throughout, the authors pay attention to the great diversity among immigrants: some arrive with PhDs to work as research professors, while others arrive with a primary school education and no English skills to work as migrant laborers. As immigrants come from an ever-increasing array of races, ethnicities, and national origins, immigrant assimilation is more complex than ever before, and education is central to their adaptation to American society. Shedding light on often misunderstood topics, this book will be invaluable for advanced undergraduate and beginning graduate-level courses in sociology of education, immigration, and race and ethnicity.

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Winner of the 2023 Globalisation and Education SIG Best Book Award at CIES 2023! Immigration, Integration and Education offers a unique comparative analysis of the views and experiences of children of immigrants in school in France and England. It showcases how the theorization of children’s narratives can offer new methodological tools and insights in comparative education and help understand the different role of educational systems and discourses around issues of immigration, integration, race, language and religion. Presenting an in-depth analysis of children’s own narratives, this book offers a close comparative examination of the French and English educational systems, and the ways in which they impact on the experiences and identities of children of immigrants. The narratives of the children reveal the multiple forms of othering, discrimination and exclusion that shape their experiences in school, but also the multiple strategies they deploy to navigate these complex educational landscapes. It stresses that beyond national ideologies and philosophies of integration, structural and cultural aspects need to be explored to understand the role played by schools in the inclusion of immigrant populations. This book is an essential resource for academics, researchers and graduate students in the fields of sociology of education, migration studies, intercultural education, educational policy and comparative and international education. It will also appeal to those who are committed to addressing inequalities and discrimination in education.

This edited volume investigates how the role of leadership in education in various countries from around the world have been designed and implemented through educational policies and national cultures to meet the needs of new, displaced, and mobile groups of migrants and refugees.

This groundbreaking book describes theory, research, and practice that can be used in civic education courses and programs to help students from marginalized and minoritized groups in nations around the world attain a sense of structural integration and political efficacy within their nation-states, develop civic participation skills, and reflective cultural, national, and global identities.

The level of immigration to the United States has never been higher, with more than a million immigrants, legal and illegal, entering every year. This massive, new immigration, dominated by people from Latin America and Asia, is placing unique demands upon schools, colleges, vocational training centers, and adult education agencies. David Stewart illustrates that the root of these difficulties lies in the absence of coordination between the federal government's immigration policy and related education policies at the federal, state, and local levels.

The story of West Indian immigrants to the United States is generally considered to be a great success. Mary Waters, however, tells a very different story. She finds that the values that gain first-generation immigrants initial success--a willingness to work hard, a lack of attention to racism, a desire for education, an incentive to save--are undermined by the realities of life and race relations in the United States. Contrary to long-held beliefs, Waters finds, those who resist Americanization are most likely to succeed economically, especially in the second generation.

In the contemporary American imagination, Asian Americans are considered the quintessential immigrant success story, a powerful example of how the culture of immigrant families—rather than their race or class—matters in education and upward mobility. Drawing on extensive interviews with second-generation Chinese Americans attending Hunter College, a public commuter institution, and Columbia University, an elite Ivy League school, Vivian Louie challenges the idea that race and class do not matter. Though most Chinese immigrant families see higher education as a necessary safeguard against potential racial discrimination, Louie finds that class differences do indeed shape the students' different paths to college. How do second-generation Chinese Americans view their college plans? And how do they see their incorporation into American life? In addressing these questions, Louie finds that the views and experiences of Chinese Americans have much to do with the opportunities, challenges, and contradictions that all immigrants and their children confront in the United States.