The book presents the research project Su.Per. (Success in Educational Pathways of students with an immigrant background). It aims at analyzing the 'unexpected paths' of immigrant-origin students who achieve excellent academic results, showing their ability to react to the possible disadvantage, overcoming obstacles and adversities. The research deal with an underinvestigated topic, involving 65 students attending upper secondary schools, differentiated by gender, place of birth (first and second generation students), citizenships and origins, school track. The educational autobiographies give voice and freedom of expression to these students, through a writing process that generates reflexivity and connects to social action, allowing them to reconstruct their meanings and logics. Success stories are placed in a theoretical-methodological framework which, on the basis of the tradition of the Chicago School and looking at the contemporary developments of 'sociology on individual scale', outlines the social and individual traits of success, as well as the family conditions and schools factors that facilitate the positive trajectories of these teenagers. Facing social expectations that consider the educational success of immigrants an exception and that expect their failure, the research investigates the agency of these young 'authors' of their own school and life experience, offering an original contribution to the study of ethnic inequalities in education from the point of view of who succeed.

Il volume, dedicato al progetto di ricerca Su.Per. SUccesso nei PERcorsi formativi degli studenti di origine immigrata, analizza i ‘percorsi inattesi’ degli studenti stranieri che ottengono ottimi risultati scolastici, mostrando la loro capacità di reagire al possibile svantaggio, superando ostacoli e avversità. L’indagine, promossa dal CIRMiB (Centro di Iniziative e Ricerche sulle Migrazioni - Brescia) dell’Università Cattolica del Sacro Cuore, in collaborazione con l’Ufficio Scolastico Territoriale, ha coinvolto 65 studentesse e studenti del secondo ciclo di istruzione, frequentanti 11 istituti scolastici della provincia di Brescia, nati all’estero o in Italia, di 23 diverse cittadinanze e provenienze. Le autobiografie scolastiche, pubblicate integralmente, danno voce e libertà di espressione a questi studenti, attraverso un processo di scrittura che genera riflessività e si connette all’azione sociale, permettendo di ricostruirne significati e logiche. Le storie di successo si collocano in una cornice teorico-metodologica che, sulla scorta della tradizione della Scuola di Chicago e guardando agli sviluppi contemporanei della ‘sociologia a scala individuale’, arriva a delineare i tratti sociali e individuali del successo, nonché le condizioni familiari e scolastiche che favoriscono le traiettorie positive di questi teenager. A fronte di aspettative sociali che considerano il successo scolastico degli immigrati un’eccezione e si attendono il loro fallimento, la ricerca indaga l’agency di questi giovani ‘autori’ della propria esperienza di scuola e di vita, offrendo un contributo peculiare allo studio delle disuguaglianze etniche in istruzione dal punto di vista di ‘chi ce la fa’.

Santagati, M., Autobiografie di una generazione Su.Per. Il successo degli studenti di origine immigrata, Vita e Pensiero, Milano 2019: 359 [http://hdl.handle.net/10807/149679]

Autobiografie di una generazione Su.Per. Il successo degli studenti di origine immigrata

Santagati, Mariagrazia
Primo
2019

Abstract

The book presents the research project Su.Per. (Success in Educational Pathways of students with an immigrant background). It aims at analyzing the 'unexpected paths' of immigrant-origin students who achieve excellent academic results, showing their ability to react to the possible disadvantage, overcoming obstacles and adversities. The research deal with an underinvestigated topic, involving 65 students attending upper secondary schools, differentiated by gender, place of birth (first and second generation students), citizenships and origins, school track. The educational autobiographies give voice and freedom of expression to these students, through a writing process that generates reflexivity and connects to social action, allowing them to reconstruct their meanings and logics. Success stories are placed in a theoretical-methodological framework which, on the basis of the tradition of the Chicago School and looking at the contemporary developments of 'sociology on individual scale', outlines the social and individual traits of success, as well as the family conditions and schools factors that facilitate the positive trajectories of these teenagers. Facing social expectations that consider the educational success of immigrants an exception and that expect their failure, the research investigates the agency of these young 'authors' of their own school and life experience, offering an original contribution to the study of ethnic inequalities in education from the point of view of who succeed.
2019
Italiano
Monografia o trattato scientifico
Vita e Pensiero
Santagati, M., Autobiografie di una generazione Su.Per. Il successo degli studenti di origine immigrata, Vita e Pensiero, Milano 2019: 359 [http://hdl.handle.net/10807/149679]
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