ABSTRACT

A crucial indicator of immigrant incorporation is the success of immigrant children and youth in the educational systems of receiving countries. The credentials that youth obtain through education can open pathways to their economic mobility and civic participation. Questions about what fosters or impedes these pathways are attracting interdisciplinary and international debate and sparking collaborations that link research, educational practice, and policy investments. This volume, and the conference from which it emerged, offer rare opportunities to reach across disciplines and modes of thinking about research, practice, and policy on migration, rights, and identities. This chapter offers the perspectives of a developmental psychologist and an educational researcher who draw across the social sciences and humanities to look at the academic pipeline problem.