Досуговые практики и образовательные притязания: взаимосвязь с миграционной историей и ресурсами семьи
The important indicator in the process of migrant and second-generation incorporation is the extent of the intergeneration progress determined by the achievement of second-generation higher SES than their parents had. Due to many children of recent migrants still studying at school, researchers have focused on different factors that could determine and predict the subsequent achievement of school-age children. This includes educational achievements, educational aspirations, expectations, plans for the future etc.
Only a small amount of research examines the role of after-school and extra-curriculum activities in the career paths of migrant children and has considered which additional resources could be given to the children who were involved in such programs. The few studies that have been conducted, showed that what happens to a child after lessons, can have a significant impact on the performance of these children, forming friendships as well as subsequent career achievements. Additionally some of them showed how extra-curricular and after-school activities have had an influence on the life of a migrant children.
The study of children who have attended different after-school programs in St. Petersburg allows us to answer the following questions: are there any differentiations between after-school activities of migrant children and non-migrant children whose families hold the same social position? We also examine how after-school program participation relates to academic outcomes, parental practicies, the cultural and social resources of families and migrant/non-migrant backgrounds. The results are based on survey responses gathered from participants of after-school programs (N=205) located within one district.