Academic Achievement of Migrant Students in Russia: Migration Status versus Socioeconomic Status

The following thesis is focused on the academic achievement of migrant children in Russia with the different socio-economic backgrounds. Previous research suggests that there is no statistically significant difference in academic performance between migrant children and their local counterparts in Russia, and it is not clear what contributes to their ability to perform on the same level in spite of difficulties associated with migration. The main research question to be answered was what compensates for the gap – is it their migrant or their socio-economic status? The data used in the research was based on a survey collected in 100 schools in Saint Petersburg in 2010, the sample included 7381 observations from 8th-10th graders. Path analysis (SEM) was used to compare the effects of migrant and minority status, motivation, and anti-school attitudes on GPA of students from the low, middle, and high SES groups. The results indicate the importance of socio-economic status over the migrant status. The models showed varying effects for migrants of different socio-economic background: migrants from the middle-income group are more motivated than their local counterparts; migrants from the low-income group do not differ in their motivation level and performance from their local counterparts, whereas migrants from the high SES group are less motivated than the locals, while performing on the same level with them. Lack of motivation in lower SES group is explained by their actualized basic needs; the prevalence of academic motivation among the middle-income group aligns with the migrant optimism theory, whereas the reversed effect in the high-income group is attributed to their more secure position and inability to significantly improve their situation.