Educational Outcomes of Migrant and Children of Migrants in Argentina: Unpacking Intersectional Inequalities

This paper analyzes the academic performance of migrant and children of migrants in primary education in Argentina, with a specific focus on intersectional inequalities. Using data from a national census of the educational population, which measures standardized academic performance in mathematics and language, the study aims to compare the outcomes of these two groups with those of native-born students. The populations under study include long-standing migration flows such as Bolivians, Peruvians, and Paraguayans, as well as more recent migration flows, particularly Venezuelans.

In the first stage of analysis, cluster analysis and multiple correspondence analysis are employed to describe the distribution of migrant and children of migrant within the educational system. These methods help identify patterns of concentration and segregation, providing a clearer picture of where and how migrant and children of migrants are positioned in the educational landscape.

Subsequently, a multilevel statistical model is applied to capture the effects of individual, institutional, and structural factors on academic achievement. The model explores the intersection of migration status with other social categories such as socioeconomic status, gender, and ethnicity, to understand how these factors interact to produce varying academic outcomes.

The preliminary findings reveal significant disparities in academic outcomes. Except for Venezuelans and children of Venezuelans, children of migrants outperform migrant children in both mathematics and language. Venezuelan students show distinctive characteristics, with Venezuelan migrant children performing above the average of other migrant groups and even native students. Interestingly, contrary to the pattern observed in other groups, children of Venezuelans have lower performance than Venezuelan migrant children. These results suggest that educational inequalities among migrant students are not solely based on migration status but are influenced by a complex interplay of additional intersecting disadvantages.