1. 1 Immigrants in higher education. Factors determining study choices and success for first year immigrant students Promoters M. Lacante, R. Van Esbroeck, W. Lens, M. De Metsenaere researchers M. Almaci, M. De Schryver

2. 2 Research purposes (1) Problem: transfer from secondary to higher education and success rate of immigrant students in H.E. is problematic Tinto model (1993):  Social and family background (SES,…)  Personal characteristics: skills and potential (cognitive, motivational, affective variables)  Earlier schooling  Process of choice  Academic and social integration

3. 3 Research purposes (2) Participation of immigants in HE Educational career in SE and HE of immigrants Assess socio-economic profile of immigrants Personality characteristics and background factors of immigrants in HE Career choice process and motivation in final year SE Process of integration in HE Assess presence of risk factors Profile of academic success and failure in HE

4. 4 Research methodology: identification of immigrants Based on Nationality Place of birth Family name Secondary education in Belgium Efficient in the case of non-European immigrants (error margin of 14%)

5. 5 Research methodology: Analysis of existing data banks Loso-database: longitudinal research - started in 1989 Drop out-database: 1999-2000 SOHO-database: career choice development profiles in SE (2003-2004)

6. 6 Research methodology: New research (2004-2005) (1) 4 universities – 3 institutions of HE (professional colleges) Extra group of students from SOHO-project EtnicitySOHONew researchTotal Indigenous1.019/ Immigrant-neighbouring countries 12495219 Immigrant-European countries 33166199 TMA immigrant46322368 rest26162188

7. 7 Research methodology: New research (2004-2005) (2)  974 immigrant students = 5.8% of intake  Proportion varies from one institution to another:  proportion of immigrants higher in professional colleges (7.2% - 12.3%)  proportion at universities between 3.3% and 14%  Association Brussels has highest number of immigrant VUB 14% / EHB 12.3%.  ethnic composition varies from one institution to another :  proportion of TMA-students  EHB 55.2% and VUB 55.5%  other professional colleges: 51.8% - 56.1%  other universities: 18.3% - 36.4%

8. 8 Results (1) First year students HE: ethnicity by SES

9. 9 Results (2) Study choice TMA-students opt more to go to university Preference for Economics, law, psychology…

10. 10 Results (3) Academic success  average success rate: one quarter of immigrant students against one half of indigenous students  TMA-students: 19.4% success rate

11. 11 Low success rate is resulting from Combination of factors Family and background (SES, …) Skills and potential Process of choice Academic and social integration

12. 12 Results (4) Background factors SES and ethnic identity TMA students: - low SES - high unemployment rate (SE: 76,4 % fathers unemployed) SES and ‘objective’ ethnicity: - both predictive of educational results - interchangeable Within immigrant group: SES not related to educational results Within indigenous group: SES correlates with educ. results

13. 13 Study success by ethnicity and SES Results (5) Background factors

14. 14 Results (6) Skills and potential Type secundary education and school career are significant predictors of HE results

15. 15 Results (7) Skills and potential Delayed school career 54.9% of immigrant students entered HE at the usual time ↕ 79% of indigenous students

16. 16 Results (8) Skills and potential Cognitive skills Cognitive tests beginning SE: TMA-students scored lower on Verbal Numerical Spatial Language (HE): Dutch as first language: 36 % success rate another first language: 22 % success rate

17. 17 Results (9) Skills and potential Learning skills and attitudes Start SE: No difference in motivation or interest in learning tasks Less effort for learning Less positive attitude to homework HE: Underestimate importance of effort Spend less time on studies Attend classes less Prepared to undertake self-assessment Lack of appropriate test strategies

18. 18 Recommendations (1) Language First language development often at lower level (cf. limited economic and cultural capital) Priority attention Standards at every level of education Special projects:Tandem project; remedial language courses (ATHOS) credits Cognitive skills Flexible learning paths in SE and HE

19. 19 Recommendations (2) Learning skills and attitudes To improve attitudes to homework and effort Different educational and organisational approach in HE Information and training in current test strategies

20. 20 Results: Process of choice Unique importance TMA-students Gather less information Fewer activities to support their choice More doubts in environment Positive view of own SE results Reject advice of others Reasons for choice more material and extrincic Less satisfied with choices - more doubts – less identifciation with chosen option

21. 21 Recommendations: Process of choice (1) Raising awareness of study choices in third grade Broad exploration of study and career options Realistic assessment of students’ own profile Creation of a study choice file

22. 22 Recommendations: Process of choice (2) Importance of role models Use a buddy system HE students Involvement of parents and social environment Recognise importance of reality testing Accept professional support Learn about HE system Role of civil society (parents’ evenings)

23. 23 Results: Academic and social integration No significant differences regarding well-being and relations with teaching staff. TMA students identified more strongly with ‘own’ ethnic background Positive relationship with other groups Subjective ethnic identity and study success: Belgians = 35% TMA = 21%

24. 24 Recommendations: Academic and social integration Offere extra curricular career choice activities Strenghtening cross cultural group activities SE: within class activities HE: BRUTUS project

25. 25 General conclusion A large number of mutually intertwined factors account for lower success rate ‘Static’ factors (social background) are related to remediable factors (skills, attitudes, process of choice…) Interventions may bring about changes

26. 26 Concluding comments TMA-students are Ambitious they aim high stay longer in HE are prepared to continue Persistent Remain longer in SE and HO Intend to continue the chosen HE educational program even after failure