Analysis and Critique of the Segmented Assimilation Model for the Educational Mobility of the Second Generation in Different Countries and From Multiple Scholars' Perspectives

• In Event: Context and Place in International Education Research

Abstract

The paper 1) analyzes the segmented assimilation model for educational mobility as it has been used across different countries starting from its initial use by Gans (2006) and later developed by Portes and Zhou in 1993 to the present; 2) highlights the resulting similarities or differences arising from its use taken from different interdisciplinary perspectives (sociology, anthropology, psychology, political science); 3) identifies significant factors of discussion found across countries; 4) characterizes its cross cultural and comparative nature; 5) presents the critique drawn from multiple scholars in the U. S., Latin America, Canada, and throughout Europe in order to assess its universal value and use and 6) concludes by highlighting these results and implications.

Author

• Martha A. Montero-Sieburth, University of Amsterdam