First-Generation Immigrant Students and Grade Repetition: Exploring PISA 2018 for Germany and Hong Kong

• In Event: Culturally Relevant and Equity-Minded Approaches to Science Teaching and Learning

Abstract

The sustained increase in global immigration patterns involving first-generation immigrant students has led to a need to examine how policies in various countries may lead to inequitable educational outcomes for these students. Through the application of the Critical Events Analysis framework, this paper adds to the conversation surrounding global education policies and the impact on first-generation immigrant students. We use quantitative measures to examine the association between grade repetition and the academic performance of first-generation immigrant students from low socio-economic backgrounds in Germany and Hong Kong, based on the PISA 2018 Science test scores. Findings indicate that grade repetition is an ineffective and inequitable policy, as it is associated with weaker performance in newcomer immigrant students.

Authors

• Tajma Cameron, Drexel University

• Neisha Terry Young, Drexel University