Moskal (2014) Polish migrant youth in Scottish schools: Conflicted identity and family capital
Moskal (2014) presents research based on a study which draws upon observation of Polish migrant children in their home and school environments. Detailed interviews allowed the children and young people’s perspectives to be brought to the fore. The study also included input from the parents of the seventeen young participants. The overall focus of the study was on experiences of school transition for first generation migrants. This was framed within a context of transferability of educational success and social mobility. Drawing upon sociological theory, Moskal (2014) covers a range of concepts including the family, social and cultural capital. The author then discusses the potential use of policy and practice to support young migrants. See also a briefing paper by Moskal (2010) exploring the integration of Polish migrant children to Scotland through an examination of the role of schools in the integration process. Moskal et al. (2010) reflects on educational initiatives and policy and the need to consider migration processes.
Moskal, M. (2014) Polish migrant youth in Scottish schools: conflicted identity and family capital. Journal of Youth Studies, Vol.17(2), pp.279-291.