In the last fifteen years there has been an increase in pupils with non-Italian citizenship in the school population, which has placed social issues at the center of their inquiry into their integration and inclusion. According to the latest report of the Ismu Foundation, pupils with non-Italian citizenship have grown in a continuous and constant way, and it has gone from 196.414 to the academic year. 2001/02 to about 826 thousand of the year. 2016/17, equal to 9.4% of the total Italian school population. In Mantua the primary school is the densest of pupils with non-Italian citizenship and there are up to 20 nationalities, but the majority are of Moroccan origin. In this research, an attempt was made to explore a dimension that is often very difficult to analyze of the migrant's experience: the familiar one, a context of primary importance for encouraging the pupil's integration. How do Moroccan immigrant families on the Italian territory live their relationship with the school? The main objective from which we started was to verify and measure how much and how family social capital can affect the outcomes of both Italians and Moroccan foreigners, and how the school can increase it. For this reason, the research has had as a privileged field of study the family sphere of Italian and Moroccan foreign students. The basic explanatory hypothesis of the research is: that the social capital of children, both Italian and Moroccan, is not just a variable ascribed, but that it interacts and can consequently increase / decrease according to other external factors. The starting hypothesis led to favor quantitative and qualitative analysis tools. A total of 112 questionnaires were collected from the Moroccan parents and 193 from the Italian parents, from students enrolled at the IC of Mantua 1; in the second phase, 20 semistructured interviews were conducted, 10 to Moroccan parents (5 women and 5 men) and 10 to Italian parents (5 women and 5 men). The first results that emerge from the research are the criticalities mainly linked primarily to the difficulties of meeting / relationship between Italian and foreign families, and secondly to the organization of the school-family planning meetings, for reasons related to time and language

Genitori e scuola. Uno studio di caso sul capitale sociale familiare degli studenti marocchini a Mantova

Silvia Carbone
Writing – Review & Editing
2021-01-01

Abstract

In the last fifteen years there has been an increase in pupils with non-Italian citizenship in the school population, which has placed social issues at the center of their inquiry into their integration and inclusion. According to the latest report of the Ismu Foundation, pupils with non-Italian citizenship have grown in a continuous and constant way, and it has gone from 196.414 to the academic year. 2001/02 to about 826 thousand of the year. 2016/17, equal to 9.4% of the total Italian school population. In Mantua the primary school is the densest of pupils with non-Italian citizenship and there are up to 20 nationalities, but the majority are of Moroccan origin. In this research, an attempt was made to explore a dimension that is often very difficult to analyze of the migrant's experience: the familiar one, a context of primary importance for encouraging the pupil's integration. How do Moroccan immigrant families on the Italian territory live their relationship with the school? The main objective from which we started was to verify and measure how much and how family social capital can affect the outcomes of both Italians and Moroccan foreigners, and how the school can increase it. For this reason, the research has had as a privileged field of study the family sphere of Italian and Moroccan foreign students. The basic explanatory hypothesis of the research is: that the social capital of children, both Italian and Moroccan, is not just a variable ascribed, but that it interacts and can consequently increase / decrease according to other external factors. The starting hypothesis led to favor quantitative and qualitative analysis tools. A total of 112 questionnaires were collected from the Moroccan parents and 193 from the Italian parents, from students enrolled at the IC of Mantua 1; in the second phase, 20 semistructured interviews were conducted, 10 to Moroccan parents (5 women and 5 men) and 10 to Italian parents (5 women and 5 men). The first results that emerge from the research are the criticalities mainly linked primarily to the difficulties of meeting / relationship between Italian and foreign families, and secondly to the organization of the school-family planning meetings, for reasons related to time and language
2021
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11570/3215446
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