Working Harder to Make the Grade: Immigrant Youth in Norwegian Schools

Abstract

How well do immigrant youths adapt to school? A national Norwegian survey of youth, amongst whom a small proportion had immigrant parents, is used to explore this issue. Those with a background from developing countries show more signs of strain, but they spend more time on homework than others and have more positive attitudes to school. After controls for social class, they perform on a level with others—except in the subject Norwegian. Diverse explanations are possible: individuation, social capital—or simply that a stronger ‘agency’ is needed in order to cope.

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