On january 10th the french national university of technology and technology (cnam) released a recent report that, by tracking 30,000 students from 2007 to 2016, it sought to figure out how gender and whether they were descendants of immigrants would affect student performance. According to the report: in france, female students study better than male students in primary school and university; in france, the results of the french college entrance examination are generally lower than those of french \"indigenous \", but the second generation of asian students is an exception, especially asian girls.
In the survey,30,000 of the students were born in France and some were born outside France. These students entered the first grade of junior high school in 2007, of which% passed the college entrance examination in 2016. Social class, immigrant background and gender differ, and their performance varies. Compared with france's \"indigenous \", immigrants pass the college entrance examination at a lower rate; however, asian and portuguese descendants are the exception, the former being above average and the latter almost equal.
At least one in nearly a quarter of france's school-age children's fathers or mothers are immigrants, foreign media reported. Mathieu Ichou, a researcher at the National Institute of Population in France, found that some immigrant children have achieved excellence in education, while others with the same social status are significantly less successful than native students.
He found that, once emigrated to France, children's academic performance cannot simply be attributed to the social status of their parents, but rather to the historical and social attributes of pre-immigrant families. Children of immigrants who perform better at school often have more educated parents, live in more urbanized areas and have more financial resources than other residents of the place of birth. The children of immigrants from Southeast Asia or China have been able to achieve \"special success \"in learning because their parents are among the highest educated groups in their country of origin.
Furthermore, gender influences student performance, regardless of ethnic origin, which is better for girls than for boys. According to the report from the French National University of Technology and Technology, girls of African descent and Arab descent are not much different from those born in France, but boys of African descent and Arab descent are much weaker. Asian offspring differed, with asian girls and asian boys passing 92% and 88% of french college entrance exams, respectively,\" even better than native students whose parents were born in france,\" according to fajaro.
The french college entrance examination is divided into different categories, the most difficult of which is the ordinary college entrance examination, the scores of african-american and arab female students are quite different from those of parents born in france. However, the percentage of Asian girls passing the regular entrance examination is 63%, still 12% higher than that of French-born girls. Asian boys have a 14% higher pass rate than French-born boys. In addition, the survey found that parents of Asian-American students wanted their students to enter the best high schools to receive the best education.
By analysing the learning capacity of 15-year-olds in various countries, OECD publishes annual PISA test results for global students, with Asian countries, including China and South Korea, topping the list. The fajaro newspaper cites the explanations of two education experts who believe that students in asian countries learn through constant repetition through observation and imitation, and that students in asian countries work hard and are self-disciplined.
But instead of emphasizing the impact of the country of origin, the insee agency explains the performance of the french offspring from another perspective, arguing that family \"cultural capital\" determines the success of their children, citing in a report:\" if you have a lot of books and a higher-educated mother, such a student is more likely to succeed.\"
The report points out that if there are immigrant families with more than 200 books at home,% of their children have never been graded before the sixth grade; only 55% of immigrant families with no books at all have never been graded before the sixth grade. Similarly,66 per cent of their children in immigrant families whose mothers are more educated are middle-class in the French assessment of the sixth grade, compared with only 26 per cent in immigrant families whose mothers do not have any qualifications.
From this point of view, the children of immigrant families are no different from those of native france, whose academic performance depends to a large extent on the \"cultural capital\" of the family. The ONS report also showed that the qualifications of immigrant families when they first arrived in France and whether they spoke French within their families seemed to have little to do with their children's success at school. The children of immigrants gradually made up for their language and math deficiencies while they were in school.
In western cultures, there are stereotypes such as \"good results\" but only \"dead reading\" or \"model ethnic groups \", which are often criticized by a new generation of asian youth. the lack of proper interpretation of this study seems to only deepen this stereotype. There are also many Asian youths on the French social network who question the language and coverage of the French media. (Spring)