The Cultural and Social Impact of Migration on Students

Migration students face many cultural, social, and environmental barriers to their access and engagement in learning. These barriers can impede their access to engagement in education or provide opportunities for those students to flourish. I will first discuss which migrant students we will focus upon in this article, as not all are within the same position. I will then focus on the negative cultural and social factors that the migrant student may face. Finally, I will focus on the positive cultural and social aspects that the migrant student may encounter.

For this blog, I will focus on migrants who are economically less well-off. Migrant students from a very wealthy background will encounter a lot less of the cultural and social barriers discussed within this article. However, migrants from wealthy families may also experience some or all of these barriers at some point in time.

Challenges that Migration Students Face in their Access to and Engagement in Learning

There are many cultural, social, and environmental barriers that migrant students may encounter, including:

Systemic Barriers to Access to Admissions into the School

Some member states have high fee categories for foreign-born students, which some migrant children from low-income families cannot afford. A preference for local students characterizes admission into public schools. This leads to unequal access to education and may prevent migrant students from accessing schools entirely. UNHCR (2016), the UN Refugee Agency, reported that more than half – 3.7 million – of the 6 million school-age children under its mandate have no school to go to. It’s further reported that refugees are five times more likely to be out of school than the global average. UNHCR (2016) further states that only 50 per cent of refugee children have access to primary education, compared with a global average of more than 90 per cent. Only 22 per cent of refugee adolescents attend secondary school compared to a global average of 84 per cent. At the higher education level, just one per cent of refugees attend university, compared to a global average of 34 per cent. In this regard, access to education is not universally guaranteed.

The Language Barrier Inside the Classroom

Many migrant children reside in countries where their language is not spoken. UNICEF (2021) reported that in 2016 an estimated 66% of refugees were living in countries where none of their official languages were spoken. When migrant children enroll in schools where their language is not spoken, they are challenged to learn concepts in a language they do not understand. Learning the new language and concepts takes time, which causes such children to fall behind in their work.

Financial and Economic Barriers

Lundy-Ponce (2010) stated that migrant children experience more acute poverty, health problems, social alienation, educational disadvantages, mobility, and lack of educational opportunities than any other major school population segment. Poverty is one of the most significant factors associated with low academic achievement. Migrant parents who are economically unstable cannot afford children’s education costs including, school enrollment fees, transportation, uniforms, and materials.

Crush (2011) argues that although it is easier for migrant children from better-off families to enroll in private schools, migrants who live in poverty cannot afford the private school sector. Suarez-Orozco (2010) reported that more than half of children with immigrant parents live in circumstances of poverty. This is without a doubt a massive barrier to migrant students and their engagement with learning.

Culture Barrier

The process of culture shock is a normal phenomenon that happens when you leave your home country and go to a foreign country where the customs are different. Harrington (2008) highlighted the difficulties of students returning to their home country to find they do not have the necessary cultural references or understanding of social norms required to adjust fully. The Third Culture Kids (TCKs) can experience an uncomfortable feeling within social settings, leading them to feel out of place. Migrant students might also feel unable to create strong peer groups due to moving around. Unfortunately, migrants can also experience reverse culture shock, which usually appears after returning home. In this case, students can feel just as confused about the environment in their home country than the foreign country.

Racism and Discrimination Barrier

The performance of migrant students is greatly affected by how they are welcomed into the new social setting. Suarez-Orozco (2010) stated that they stand a much better chance of integrating with their new surroundings and groups of peers if they are welcomed with open arms and warm embraces. Unfortunately, studies show that incidences of racism and bigotry have risen. Discrimination can have particularly negative consequences for the development of young children’s sense of self and social security. Schools must train teachers, build relationships with immigrant communities, and encourage more varied, culturally sensitive learning experiences to overcome this barrier.

Advantages that Migration Students Face in their Access to and Engagement in Learning

Although we have seen that migrant students may face many challenges when engaging with learning, there may also be several opportunities for them.

Educational Performance

The urgent desire to make a better, safer life for themselves and their children is what drives people from their home countries. Migrants are determined to make the most of any opportunity they are given. Some migrant students outperform their native-born peers due to their high aspirations, dual frames of reference, optimism, dedicated hard work, and positive attitudes toward school. (Suarez-Orozco, 2016) However, these high aspirations may pressure the students, and a balance should be maintained to do their best.

Sense of Belonging at School

Druart (2010) has shown that many TCKs may have a sense of not belonging to one group instead of belonging to things such as their school, family, or sports team. Druart (2010, p.23) defines TCKs as “adaptable and open-minded.” In this way, they seem free to choose their own identity.

Forming International Identities

According to Harrington (2008), migrants may also learn to construct and maintain plural identities that allow them to be highly successful when operating in and being between various cultures, both in social and professional situations.

Conclusion

Migrant students face many challenges, including social, economic, psychological, and environmental issues when moving to a new country. With the proper support, migrants can drive success. They can be great innovators, job creators, skilled workers, and pillars of families worldwide. All countries should ensure education, health care, and protection to allow these students to flourish.

References

Barriers to access to education for migrant children. (2020, December 10). G20 Insights. https://www.g20-insights.org/policy_briefs/barriers-to-access-to-education-for-migrant-children/

Crush, J. (2011, January 1). Right to the Classroom: Educational Barriers for Zimbabweans in South Africa. Africa Portal. https://www.africaportal.org/publications/right-to-the-classroom-educational-barriers-for-zimbabweans-in-south-africa/#

Druart, R. (2016), ‘Where do I belong?’ International School. Retrieved from https://drive.google.com/file/d/0BwgYlY1O2AV2ZTBzTVdUTEJZUDg/view

Harrington, P. (2008), ‘The negotiation of identity in an international school setting,’ International Schools Journal Vol XXVIII No.l.

Lundy-Ponce, G. (2010), ‘Migrant Students: What We Need to Know to Help Them Succeed,’ Retrieved from https://www.colorincolorado.org/article/migrant-students-what-we-need-know-help-them-succeed

Situation reports and advocacy briefs on refugee and migrant children. UNICEF. (2021, November 26). Retrieved December 10, 2021, from https://www.unicef.org/eca/situation-reports-and-advocacy-briefs-refugee-and-migrant-children.

Shenfield, T. (2017), ‘Understanding the challenges faced by immigrant children,’ retrieved from https://www.psy-ed.com/wpblog/challenges-faced-by-immigrant-children/