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Adolescents in transition: experiences and appraisals of immigrant students in school education.

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Title: Adolescents in transition: experiences and appraisals of immigrant students in school education.
Authors: Díaz Pacheco, César M. (AUTHOR), Conejeros-Solar, María Leonor (AUTHOR), Silva-Coñocar, Julio (AUTHOR)
Source: Oxford Review of Education. Oct2025, Vol. 51 Issue 5, p688-706. 19p.
Subjects: Immigrant students, Secondary education, Achievement gains (Education), Racism, Narrative discourse analysis, Family support, Teenagers, Disadvantaged schools
Geographic Terms: Chile
Abstract: Compulsory secondary education is constituted as a stage of high risk or academic vulnerability for the immigrant population. This multiple case study examines difficulties and opportunities faced by seventeen immigrant schoolchildren in compulsory schooling education cycles as elucidated by the evaluative resources they employ as they construct a narrative discourse shaped by academic-professional transitions and expectations. Specifically, we focus on the semantic-discursive component of attitude, analysing its three levels of appraisal: affect, judgement, and appreciation. We conducted in-depth interviews with immigrants attending public high school in Chile and a collective participatory methodology, both of a biographical-narrative nature. The findings highlight the influence of various influential factors on student trajectories: the characteristics of the host country, the challenges posed by the pandemic, family support, racism, the role of teachers, and academic-professional aspirations. Regarding the obstacles, racist bullying is identified between the end of primary school and the beginning of secondary school, which coincides with the results of the literature reviewed. Regarding opportunities, the influential adult figure represented by parents and teachers is positioned as a decisive protective support in the development and progress of educational transitions. Similarly, the configuration of high academic-professional expectations functions as a predictor of educational success. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Adolescents in transition: experiences and appraisals of immigrant students in school education.
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  Data: <searchLink fieldCode="AR" term="%22Díaz+Pacheco%2C+César+M%2E%22">Díaz Pacheco, César M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Conejeros-Solar%2C+María+Leonor%22">Conejeros-Solar, María Leonor</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Silva-Coñocar%2C+Julio%22">Silva-Coñocar, Julio</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Oct2025, Vol. 51 Issue 5, p688-706. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Immigrant+students%22">Immigrant students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+gains+%28Education%29%22">Achievement gains (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Narrative+discourse+analysis%22">Narrative discourse analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Family+support%22">Family support</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+schools%22">Disadvantaged schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
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  Data: Compulsory secondary education is constituted as a stage of high risk or academic vulnerability for the immigrant population. This multiple case study examines difficulties and opportunities faced by seventeen immigrant schoolchildren in compulsory schooling education cycles as elucidated by the evaluative resources they employ as they construct a narrative discourse shaped by academic-professional transitions and expectations. Specifically, we focus on the semantic-discursive component of attitude, analysing its three levels of appraisal: affect, judgement, and appreciation. We conducted in-depth interviews with immigrants attending public high school in Chile and a collective participatory methodology, both of a biographical-narrative nature. The findings highlight the influence of various influential factors on student trajectories: the characteristics of the host country, the challenges posed by the pandemic, family support, racism, the role of teachers, and academic-professional aspirations. Regarding the obstacles, racist bullying is identified between the end of primary school and the beginning of secondary school, which coincides with the results of the literature reviewed. Regarding opportunities, the influential adult figure represented by parents and teachers is positioned as a decisive protective support in the development and progress of educational transitions. Similarly, the configuration of high academic-professional expectations functions as a predictor of educational success. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1080/03054985.2024.2396327
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        Text: English
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      – SubjectFull: Achievement gains (Education)
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      – SubjectFull: Racism
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      – SubjectFull: Family support
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      – SubjectFull: Teenagers
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      – SubjectFull: Disadvantaged schools
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      – SubjectFull: Chile
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      – TitleFull: Adolescents in transition: experiences and appraisals of immigrant students in school education.
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              Text: Oct2025
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