The impact of linguistic immersion and economic, social and cultural status on academic performance.

Authors

  • Francisco López Rupérez
  • Álvaro Moraleda Ruano
  • Isabel García García

Abstract

The linguistic issue in the schools presents in Spain an educational dimension of considerable social interest, since a strong immersive process in the regional language could be affecting the performance of students, depending on their linguistic and socio-cultural background. In this context, the main objective of this paper is to analyse the relations between economic, social and cultural status (ESCS); percentage of students who speak a language different from their home (language); and school performance in PISA (performance). And measure the predictive power of the second variable with respect to the third, from a territorial perspective. A methodology has been developed based on bivariate linear regression analysis and on structural equations modelling, applied on data of these three variables available in PISA 2015 and PISA 2022. These secondary analyses have confirmed: a) the importance of the predictive power of the ESCS on performance in a consistent manner, both in 2015 and 2022; b) the intensification of the association between the two variables in that period; and c) the emergence of a moderate but significant association of the language variable as a predictor of performance at the territorial level. The impact of territorial differences in ESCS on performance has increased significantly between 2015 and 2022, which is compatible with the increase of other territorial divides described in the literature. On the other hand, the models of a strong linguistic immersion mark significant differences between territories, in terms of performance. For example, for this reason alone, Catalonia's delay compared to Madrid is approximately one school year.

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Published

2024-09-01
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How to Cite

López Rupérez, F., Moraleda Ruano, Álvaro, and García García, I. (2024). The impact of linguistic immersion and economic, social and cultural status on academic performance. Revista Española de Pedagogía, 82(289), 515–537. Retrieved from https://revistas.unir.net/index.php/rep/article/view/102

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Studies