Annotated Bibliography: Immigration, Diversity, and Education

This annotated bibliography provides an overview of three research papers exploring the multifaceted relationship between immigration and education. The first paper, by Contini (2013), investigates the impact of immigrant peer effects on student learning outcomes in Italian schools, highlighting performance gaps and economic disadvantages. The second article, by Rindermann & Thompson (2016), analyzes the cognitive competences of immigrant and native students across various countries, utilizing secondary data to assess the influence of national education policies and population proportions on competence gaps. The third paper, by Banks (2014), examines the role of diversity, group identity, and citizenship education in a global context, emphasizing the need for education systems to reflect students' home cultures and languages while advocating for global citizenship, despite challenges such as nationalistic approaches and potential ethnic conflicts. The bibliography offers a comprehensive look at the complexities of immigration and education, including factors such as economic conditions, language barriers, and cultural integration.

RUNNING HEAD: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Name of Student:
Name of University:
Author Note:

1ANNOTATED BIBLIOGRAPHY
1. Contini, D. (2013). Immigrant background peer effects in Italian schools. Social science
research, 42(4), 1122-1142.
The research paper focuses on the rapid growth of immigration in Italy just as in other
Eurocentric countries over the last decade. In doing so, the main area of concern of the
researchers is the assessment of effect of the immigrant concentrations in the schools on the child
learning outcomes. The huge amount of immigration in the schools refers to the accumulation of
various cultures and interactions with the same. The authors have considered this factor an
essential indicator of the cognitive development among the students. The authors have
considered the reports on the performance gaps by the native students and the immigrant students
provided by OECD , Schnepf and others. The performance gaps indicate the discrepancy in the
education system or the problems faced by the students in the new social set up. The researchers
have also taken into consideration the lower level of economic conditions of the students coming
as immigrant as well as the differences between the ethnic communities and the migration. In the
literature review the article discusses about the peer characteristics and the assessment theories,
and the structural and reduced form model in order to analyze the relationship between the
different components to be taken into consideration. In the process of collecting data, the
researchers used the standard survey of Indagine sugli Apprendimenti on the children who are
attending the primary and the lower secondary class. The sampling was made randomly with a
cross section of different socio economic backgrounds. The research findings indicated that the
immigrant student has a negative weak effect on maths, grammar and comprehension. The effect
is more distinct and large in the economically disadvantageous sections. The effect seemed to be
on the higher side on the native high school origin students.

2ANNOTATED BIBLIOGRAPHY
The study highlights the fact of discrepancy in the education system and the quality of the
immigrant education in Italy. The research makes use of primary data collection method. The
research has been conducted well structured and has incorporated the necessary findings.
2. Rindermann, H., & Thompson, J. (2016). The cognitive competences of immigrant and native
students across the world: An analysis of gaps, possible causes and impact. Journal of
biosocial science, 48(1), 66-93.
The article investigates the effects of the immigration and immigration policies and the process
of education of the immigrants on the competence developments. The study makes use of
various secondary data generated by PISA PIRLS and TIMSS over the span ranging from 1995
to 2013 in about 93 nations. The article particularly focuses on the effects of immigration and
population proportion over the competence gaps. The study targeted to analyse the effect of the
national education policies over the competence and ability of the immigrants and the natives.
For conducting the research, the researchers made use of publicly available data from the
various reputed researches that has been conducted over a span of 20 years. Those studies made
the assessment on the students on different subjects including mathematics, science, grammar,
vocabulary etc. The results showed variations in proportions in results. The countries with the
lowest proportions are Iran and Poland with 1 to 2% immigrants among students. The largest
proportions were found in Qatar (51%), Macau (79%) The Emirates (73%). In Western Europe
the average proportion was about 17% (South 12%; Central Europe 30%; North 10% West
16%;), in North America 26% in Eastern Europe 9%, and in Australia and New Zealand 31%.
The comparatively small proportions were found in Taiwan (4%), China (4%), South Korea
(6%) and Japan (3%) . The region where the proportion is the lowest are in Eastern and

3ANNOTATED BIBLIOGRAPHY
Northern Europe as well as in South-East Asia (with Pacific). The authors have pin pointed the
economic developments and the educational policies of the countries that are responsible for
such proportions. The research however, indicates the fact that language barrier is not an
essential factor in the results that were generated.
The research takes into account the secondary data from well reputed previously
conducted researches. It takes into over view a large span of time that makes the conclusion even
more reliable. However, the research paper does not consider the political impacts of the
education policies and the ethnocentric biases that are generally seen in various countries. The
research though takes into account the core classroom oriented factors and the cultural
differences of language and the economic effect, it does not focuses on the racial factors or does
not allow any recommendations for the betterment of the current situation.
3. Banks, J. A. (2014). Diversity, group identity, and citizenship education in a global age.
Journal of Education, 194(3), 1-12.
The article takes into account the emerging trend of protest and claiming of equal rights by the
variety of ethnic minorities that has a great effect on the educational system. The nation states so
far have been governed by the nation based educations that reflects the assimilationist concept of
citizenship. The rise in the quest for the acquisition of rights, there has been a considerable
amount of changes in the thinking of the educationist. The education system, according to the
researchers is taking a global turn that will help the cause of education in the spread of equality.
The researcher argue on the fact that the education will must be tailored in such a fashion that it
must reflect the home culture as well as the language of the student. The essence of this
argument is the integration of diverse culture in education rather than focusing particularly on the

4ANNOTATED BIBLIOGRAPHY
education system of the parent country. The author also advocates for the global citizenship as
means of integration of culture and knowledge. However, he also points at the challenges that are
likely to be faced in the respect of global citizenship. Societies or countries that is reluctant to
accept themselves as the multicultural societies, have the tendency of scaling down the education
system in a national approach. These posses a great deal of challenges to the immigrant students.
There are also chances of racial and ethnic conflicts in the total arena of the global citizenship.
The research is a good source of gathering knowledge about the citizenship as well as the
citizenship education. It takes into account the cultural and the legal aspects of the condition. the
main source of data is used the empirical secondary data from where the researcher has taken an
exploratory design of research. The only shortcoming of the research is that it does not take into
account the economical background of the ethnic groups and has incorporated no aspects of
economic condition that can affect the citizenship education and global citizenship.

5ANNOTATED BIBLIOGRAPHY
Reference list:
Contini, D. (2013). Immigrant background peer effects in Italian schools. Social science
research, 42(4), 1122-1142.
Banks, J. A. (2014). Diversity, group identity, and citizenship education in a global age. Journal
of Education, 194(3), 1-12.
. Rindermann, H., & Thompson, J. (2016). The cognitive competences of immigrant and native
students across the world: An analysis of gaps, possible causes and impact. Journal of
biosocial science, 48(1), 66-93.