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Improving Learning EnvironmentsSchool Discipline and Student Achievement in Comparative Perspective$
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Richard Arum and Melissa Velez

Print publication date: 2012

Print ISBN-13: 9780804778039

Published to Stanford Scholarship Online: June 2013

DOI: 10.11126/stanford/9780804778039.001.0001

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School Discipline, Performance, and Presence of Immigrants in Italian Schools

School Discipline, Performance, and Presence of Immigrants in Italian Schools

Chapter:
(p.137) CHAPTER FOUR School Discipline, Performance, and Presence of Immigrants in Italian Schools
Source:
Improving Learning Environments
Author(s):

Paolo Barbieri

Stefani Scherer

Publisher:
Stanford University Press
DOI:10.11126/stanford/9780804778039.003.0005

This chapter shows that high student victimization hinders academic performance for Italian students. The negative impact of high victimization is most acute in the performance of immigrant students, who are more likely to report being victimized than native-born Italian students and have lower scores on academic measures. Immigrants in Italy come from all over the world, with the largest populations arriving from Morocco, China, Romania, Ukraine, Moldova, India, and the Philippines. There is also a dramatic regional variation between the north and south of Italy. The south, which has fewer financial resources than the north, trails the north in educational investment and all measures of academic achievement, enrollment, and attainment. In the south, students, teachers, and principals report higher levels of disorder in schools than their counterparts in the north did.

Keywords:   student victimization, Italian students, immigrant students, Italian regional differences

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