{"id":62864,"date":"2022-05-19T07:43:40","date_gmt":"2022-05-19T11:43:40","guid":{"rendered":"https:\/\/world.edu\/?p=62864"},"modified":"2022-05-19T07:43:40","modified_gmt":"2022-05-19T11:43:40","slug":"prejudices-that-mark-foreigners-educated-in-spain","status":"publish","type":"post","link":"https:\/\/world.edu\/prejudices-that-mark-foreigners-educated-in-spain\/","title":{"rendered":"Prejudices that mark foreigners educated in Spain"},"content":{"rendered":"

\"\"<\/p>\n

According to the National Institute of Statistics, the population of foreigners in Spain in 2021 amounted to more than\u00a05 million people<\/a>\u00a0.\u00a0This figure includes the 848,513 schoolchildren enrolled in non-university education during the 2020-2021 academic year, as\u00a0confirmed by data<\/a>\u00a0from the Ministry of Education and Vocational Training.<\/p>\n

\"\"

Evolution of foreign students (who do not have Spanish nationality) enrolled in non-university General Regime education and in Special Regime education. Ministry of Education and Vocational Training. Government of Spain.<\/p><\/div>\n

All these immigrant schoolchildren, are they academically successful?\u00a0The number of those who drop out of school\u00a0doubles that of natives<\/a>\u00a0, which should lead us to ask ourselves what are the possible causes and the risk factors that can contribute to it.<\/p>\n

Although it is true that the research has focused on the characteristics of the socioeconomic environments, certain psychoeducational factors have also been pointed out that could be influencing the educational possibilities of these schoolchildren.\u00a0Some of these factors are the lack of resources in the centers or the use of inadequate methodologies.<\/p>\n

Self-fulfilling teaching prophecies<\/strong><\/h4>\n

Along these lines,\u00a0our recent study<\/a>\u00a0also points out another academic factor: the relationship between students and teachers.\u00a0In fact, we find that the low trust of teachers in non-native students, a phenomenon that is largely unconscious, influences the student.<\/p>\n

It is what we call\u00a0the Pygmalion effect<\/a>\u00a0or prophetic thinking of the teacher, very powerful if it manages to take root in the student.\u00a0Thus, the teacher’s beliefs, which are manifested through their attitudes, words and actions, can affect a student’s performance if he believes them and incorporates them into his cognitive (and emotional) structure and his behavior.<\/p>\n

Affective involvement and plurality<\/strong><\/h4>\n

However, the affective involvement of the teacher with the immigrant student body can improve their academic performance.\u00a0The institution itself is also a major factor in academic success, if it creates procedures, spaces and times for cultural enrichment.<\/p>\n

According to our research, the use of methodologies that promote the plurality of values \u200b\u200bof different cultures is associated with the academic achievement of foreign students.<\/p>\n

Family involvement<\/strong><\/h4>\n

We must also allude to another outstanding factor in the performance of immigrant schoolchildren: the family context.\u00a0The family itself, with its level of involvement in the educational process of their sons and daughters, has a significant impact on their academic performance.\u00a0This implies that parents must receive training and support from teachers and the school.<\/p>\n

If the basic objective of the school, as a social institution, is to ensure that students adapt to the global and changing context that characterizes today’s society, its achievement could be conditioned by the social origin of the students.<\/p>\n

Unconscious biases<\/h4>\n

Two conclusions are derived from our study:<\/p>\n

    \n
  1. The first is that the teacher’s cognitive architecture harbors the idea that foreign students obtain worse academic results and require more effort and pedagogical help.\u00a0It will then happen that the low expectations placed on foreign students will constitute a powerful dissuasive element for them to demonstrate their value and uniqueness.\u00a0Academic success is not possible without trust in them.<\/li>\n
  2. The second conclusion is that, in general, teachers are not aware of the power that their beliefs exert over those of their students, and this is explained by the fact that they have adopted the habit of not thinking about their own thinking.\u00a0This is serious, especially when we find that students of foreign origin have lower performance than their Spanish peers.\u00a0The external attribution would explain the attitudes and behaviors of teachers in relation to immigrant students.\u00a0For them, families and the organizational resources of the school institution are the only factors that determine school performance.<\/li>\n<\/ol>\n

    Collective reflection<\/strong><\/h4>\n

    The conclusions presented as a result of our study lead us to raise the need for reflection and self-criticism in addition to formative overexposure and intellectual eruption.<\/p>\n

    For self-critical reflection, we resort to an argument from authority: Aristotle himself, in his\u00a0Nicomachean Ethics<\/em>\u00a0, distinguishes between production and action, which are two differentiated skills.<\/p>\n

    While the first \u2013\u03c4\u03ad\u03c7\u03bd\u03b7\u2013 is a technical activity that does not require reflection and whose end is different from it, the action \u2013\u03c0\u03c1\u03b1\u0303\u03b6\u03b9\u03c2\u2013 is a prudent activity, that is, a practice subject to continuous review whose end lies in itself.<\/p>\n

    Doing versus acting, \u03c4\u03ad\u03c7\u03bd\u03b7 versus \u03c0\u03c1\u03b1\u0303\u03b6\u03b9\u03c2, productive action versus moral action: this is the dilemma that we extend to education professionals.<\/p>\n

    Author Bios: <\/strong>Cristina Maria Garcia Fernandez is Professor of Education in the Didactics and School Organization area, Carmen Gil del Pino is Professor of Theory and History of Education and Sonia Garcia-Segura is Assistant Professor Doctor all at the University of C\u00f3rdoba<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

    According to the National Institute of Statistics, the population of foreigners in Spain in 2021 amounted to more than\u00a05 million people\u00a0.\u00a0This figure includes the 848,513 schoolchildren enrolled in non-university education during the 2020-2021 academic year, as\u00a0confirmed by data\u00a0from the Ministry of Education and Vocational Training. All these immigrant schoolchildren, are they academically successful?\u00a0The number of […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[429039],"coauthors":[11733],"class_list":["post-62864","post","type-post","status-publish","format-standard","hentry","category-education","tag-immigrant-schoolchildren"],"acf":[],"yoast_head":"\nPrejudices that mark foreigners educated in Spain - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/prejudices-that-mark-foreigners-educated-in-spain\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Prejudices that mark foreigners educated in Spain - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"According to the National Institute of Statistics, the population of foreigners in Spain in 2021 amounted to more than\u00a05 million people\u00a0.\u00a0This figure includes the 848,513 schoolchildren enrolled in non-university education during the 2020-2021 academic year, as\u00a0confirmed by data\u00a0from the Ministry of Education and Vocational Training. 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