Accounting for educational expectations and achievement among native and migrant students in Qatar

The study draws on the theory of ‘migrant optimism’ and anticipated discrimination to examine whether a gap in educational expectations and achievement exists between immigrant and native students in Qatar and explores whether the impact of educational expectations on educational achievement is contingent upon the migratory status of students (migrant or native students). It utilizes data on students aged 15–16 obtained from the 2018 Program for International Student Assessment (PISA). The results show that migrant students have higher educational expectations and achievement than Qatari students, while female students in all groups enjoy better performance and hold higher educational expectations. The results also show that the gender gap among Qatari students is bigger than the gender gap among migrant students. Educational expectations have a significant and positive impact on achievement among Qatari and migrant students alike. These results and their theoretical implications are further discussed in the paper.

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Published in: International Studies in Sociology of Education
License: http://creativecommons.org/licenses/by-nc-nd/4.0/
See article on publisher's website: https://dx.doi.org/10.1080/09620214.2022.2034518