Michigan State University Extension
Diversity and Pluralism - 11180314
12/95/
ERIC TITLE NUMBER: ED264336 AUTHOR: Sturman, Andrew
TITLE: Immigrant Australians and Education. A Review of
Research. Australian Education Review Number 22.
YEAR PUBLISHED: 1985
NOTE: 105 p.
AVAILABILITY: Distribution Services Division, The
Australian Council for Educational Research Limited, P.O.
Box 210, Hawthorn, Victoria 3122, Australia.
ABSTRACT: This review examines whether immigrant
Australians are disadvantaged educationally or vocationally
by the education they receive, and whether their
educational experiences are of a high quality and relevant
to their needs. First, data is provided on the patterns of
post-war immigration, along with information about the
changing attitudes of Australian society toward immigrants.
Then, a concept of educational disadvantage is presented,
which incorporates elements regarding equality, equity, and
cultural diversity. The aspirations and attitudes of
immigrant Australians toward their schooling experiences
are described; in general, immigrants' aspirations are high
and their attitudes positive toward the schools in relation
to native Australians. Examined next are teacher
expectations and perceptions, the classroom interaction
process, schools' ethnic policies, and schools' roles
within the social structure might affect immigrants and
contribute to social class inequalities. Two aspects of
educational outcomes, retention rates and educational
achievement, are considered. Retention and aspirations were
found to be high, particularly among non-English speaking
immigrants. Achievement was found to suffer at both the
primary and secondary level, probably largely due to
language related problems. Immigrant experiences with
tertiary education are discussed. Immigrants appear to have
high aspirations in this area as well, preferring
universities and colleges over other institutions. Next is
a discussion of how immigrant Australians approach the
transition from school to work, and how well their
educational achievements translate into vocational
outcomes. Finally, a concluding section discusses problems
with research on immigrant Australians. (CG)
KEY DESCRIPTORS: Academic-Achievement; Educational
Attainment; Education-Work-Relationship; Elementary
Secondary-Education; Foreign-Countries; Non-English
Speaking; Occupational-Aspiration; Postsecondary-Education;
School-Holding-Power
KEY DESCRIPTORS: *Cultural-Pluralism; *Educational
Attitudes; *Equal-Education; *Immigrants-; *Outcomes-of
Education
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