Qualitative Methodology Innovation That Promotes Educational Success of Children of Immigrant Families in Disadvantaged Contexts

Rosa Valls, Olga Serradell, Roger Campdepadrós, Lena de Botton*

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Most of the qualitative research aimed at diagnosing the educational performance of children of immigrant families in disadvantaged contexts does not address how such research can contribute to social impact. However, some research oriented to social impact has collected evidence of achieving improvement in schools implementing actions to promote educational success. This study is a qualitative meta-analysis of a line of research aimed at social impact to contribute to enhancing the educational success of children of immigrant families. Within the framework of this research line, the analysis focuses on three research projects, from the Spanish Research, Development and Innovation plans. These three research projects have analysed 23 case studies of schools in different disadvantaged contexts of Spain from 2009 to 2017. The main findings show that these research focused on social impact and included in their methodologies a category related to the improvement of educational achievement. Including the category of improvement of educational achievement allows qualitative research to obtain evidence of whether the educational actions implemented in those schools contribute to the educational success of children of immigrant families.

Original languageEnglish
Pages (from-to)160940692210787
JournalInternational Journal of Qualitative Methods
Volume21
DOIs
Publication statusPublished - 1 Jan 2022

Keywords

  • categories
  • disadvantaged contexts
  • educational success
  • immigrants
  • improving educational achievement
  • social impact

Fingerprint

Dive into the research topics of 'Qualitative Methodology Innovation That Promotes Educational Success of Children of Immigrant Families in Disadvantaged Contexts'. Together they form a unique fingerprint.

Cite this