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Moving through the school system involves multiple variables that are amplified in the case of immigrant students, who are sometimes faced with situations that lead them to "wade between cultures." Aware of this reality, we have carried out a naturalistic inquiry focused on immigrant children's school transitions through a multi-case study composed of six instrumental case studies. Our aim is to gain insight into and analyze relevant personal and academic factors that affect immigrant students in our educational system. Participant observation and in-depth interviews of students, parents, and educational professionals were the main data collection instruments used. The study conclusions point to a) the complexity of immigrants' cultural integration after a migratory process; b) problems in adapting to the educational system; c) problems of identity and sense of belonging when students repeat a school year because of their origin; and d) how professional culture impacts on immigrants' inclusion. [ABSTRACT FROM AUTHOR]

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This article focuses on the 1.5 generation immigrants in Spain, i.e. those who arrived at age 12 or earlier. Using data from the Spanish Labor Force Survey (LFS), we analyze the probability of being unemployed during the economic recession period. Results suggest that the 1.5 generation has a higher risk of being unemployed, although this risk decreases when accounting for sociodemographic characteristics. As time in the labor market increases, 1.5 generation immigrants manage to reverse their initial disadvantage with respect to the first generation, and close the gap with natives. Results indicate that, compared to first generation immigrants, the 1.5 generation group requires more time to find a job, although they compensate for this initial employment disadvantage by securing better positions. Thus, unlike the first generation immigrants, they have greater returns to years in the labor market, which also result in higher employment protection. [ABSTRACT FROM AUTHOR]

The objective of this paper is to achieve a better understanding of the deprivation inequalities existing between immigrants from poor countries and natives. We assume that this risk is mainly explained by social class, but it is also necessary to consider immigrant-specific factors that may increase it. The analysis consisted of a combination of factorial and cluster analyses in order to obtain a typology of material deprivation, as well as several multinomial logistic regressions to determine which socio-demographic factors are more closely associated with each profile of material deprivation. The results indicate that social class is a powerful factor in explaining the material deprivation of immigrants from poor countries, but that it is not the only one. [ABSTRACT FROM AUTHOR]