Sotsiaalse ja kultuurilise kapitali ning koolikeskkonna mõju rändetaustaga laste akadeemilisele edukusele Iirimaal

Educational achievement is one of the key indicators of labour market success, yet previous research shows that in many countries, children from immigrant backgrounds struggle to match their native peers in terms of achievement. Despite high educational aspirations, migrant parents may struggle to "convert" their social and cultural capital to support their children’s achievement in their country of destination. Ireland is an interesting case study as there was substantial and  rapid immigration of a diverse group of migrants, many of whom were European, to a school system that was predominantly White, Catholic, Irish and English-speaking. Drawing on the extensive literature on academic achievement of immigrant children and youth, this paper explores the academic achievement of 9-year-old immigrant children in a ‘new immigration country’, just after the peak of inward migration. The results show that unlike in many ‘old’ immigrant-receiving countries, the immigrant "penalty" in achievement in Ireland is modest, with social and cultural capital playing a salient role in English reading achievement, particularly for East Europeans, for whom the gap is greatest. Understanding the patterns of linguistic integration for recent migrant children may help us understand these processes in the case of subsequent movements of children and their families in Europe

Ableism differs by disability, gender and social context: Evidence from vignette experiments

Existing research on ableism has conceptualised it as a general attitude, rather than one that can manifest differently depending on the nature of the disability, the disabled person’s gender and the social context. Our aim was to investigate variation in attitudes to disability depending on these factors. A nationally representative sample of 2,000 adults read a series of vignettes about issues faced by disabled people, relating to education, employment, de-institutionalisation, relationships and welfare payments. Vignettes varied by presence and type of disability and the protagonist’s gender. Some vignettes asked participants whether it was acceptable to treat a disabled person in a specific way (e.g., not hire them for a job) and others asked whether it was acceptable for a disabled person to act in a certain way (e.g., to engage in a romantic relationship). The study was pre-registered and has open materials, data and analysis code. Judgements about how a disabled person was treated showed clear evidence of ableism towards some disabilities (e.g., autism, mental health issues) but not others (e.g., a spine disorder). Judgements about the actions of a disabled person were more nuanced. A disability-gender intersectionality effect was observed for judgements about romantic relationships, with physically disabled women penalised compared to men but no such difference observed for intellectual disability. No intersectionality or ableism was observed on a vignette about refusing poorly paid work. Having a close relationship with someone who has a disability predicted more positive attitudes across social contexts. We find clear evidence that ableism manifests differently depending on the nature of the individual’s disability, their gender and the social context, questioning the previous conceptualisation of ableism as a general attitude. There is considerable scope for further research investigating the forms ableism can take and the conditions that elicit it

Timmons, McGinnity & Carroll (2023) Ableism differs by disability, gender and social context: Evidence from vignette experiments

Re Analysis folder: NDA Vars Gen has already been run on NDA Experiment Data and is posted here just for info. NDA - Analysis.do can be run on NDA Experiment Dat