Social inclusion of immigrant children at school: the impact of group, family and individual characteristics, and the role of proficiency in the national language-Reference-Cited by-同舟云学术

Social inclusion of immigrant children at school: the impact of group, family and individual characteristics, and the role of proficiency in the national language

Published:2020-10-20 Issue: Volume: Page:1-21
ISSN:1360-3116
Container-title:International Journal of Inclusive Education
language:en
Short-container-title:International Journal of Inclusive Education

Author:

Cavicchiolo Elisa¹^ORCID,Manganelli Sara²^ORCID,Bianchi Dora³^ORCID,Biasi Valeria⁴^ORCID,Lucidi Fabio³^ORCID,Girelli Laura¹^ORCID,Cozzolino Mauro¹^ORCID,Alivernini Fabio³^ORCID

Affiliation:

1. Department of Human, Philosophical and Educational Sciences, University of Salerno, Fisciano (Salerno), Italy

2. National Institute for the Evaluation of the Education System (INVALSI), Rome, Italy

3. Department of Developmental & Social Psychology, Sapienza University of Rome, Rome, Italy

4. Department of Education, Roma Tre University, Rome, Italy

Publisher

Informa UK Limited

Subject

Arts and Humanities (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13603116.2020.1831628

Reference122 articles.

1. Rethinking Assimilation Theory for a New Era of Immigration

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3. Alivernini F., E. Cavicchiolo, and S. Manganelli. 2019. Brothers, ants or thieves: Students’ complex attitudes towards immigrants and the role of socioeconomic status and gender in shaping them. Social Psychology of Education 22 (3): 629-647.

4. Alivernini, F., E. Cavicchiolo, L. Girelli, F. Lucidi, V. Biasi, L. Leone, M. Cozzolino, and S. Manganelli, S. 2019. Immigrant background and gender differences in primary students’ motivations toward studying. Journal of Adolescence 76: 99-108.x

5. Alivernini, F., E. Cavicchiolo, S. Manganelli, A. Chirico, and F. Lucidi. 2020. Students’ psychological well-being and its multilevel relationship with immigrant background, gender, socioeconomic status, achievement, and class size. School Effectiveness and School Improvement 31 (2): 172-191.

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