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ABSTRACT
This large-scale study (N=173,636) examines between-group differences in Israeli high school STEM enrolment and average grades between five groups of Israeli-born Jews. Four of them comprise second-generation immigrant students with high-skilled parents, from North America (NA), South America (SA), France, and the Former Soviet Union (FSU). The fifth group comprises non-immigrant students. The study's conceptual framework combines expanded Segmented Assimilation Theory and Bourdieu's concepts of habitus and cultural capital. NA students had the highest family educational and economic levels, while the FSU students had the highest percentage of high-skilled parents, albeit with the lowest economic background. We found that the non-immigrant students did not have an advantage in STEM enrolment in high school as compared to the second-generation immigrants. The FSU students had the highest STEM enrolment. The average STEM grades among the NA, SA, and French students were similar compared to the non-immigrant students, while the FSU students' average STEM grades were the lowest. Our findings suggest that both Segmented Assimilation Theory and Bourdieusian concepts of habitus and cultural capital should be considered to account for the educational STEM outcomes of immigrant children. These findings may inform educational policy and intervention programmes aimed at increasing high school STEM enrolment.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1 The complexity of Israeli society and its varied human texture are reflected in the country’s education system. There are separate schools for the Jewish and Arab communities; however, some Israeli-Arab pupils attend Jewish schools. All Jewish immigrants are enrolled solely in the Jewish education sector.