The objective of this paper is to outline and compare frameworks for studying post-Soviet transformations developed by social scientists from various disciplines in Belarus, Russia and Ukraine. The objective is realized by means of quantitative content analysis of scholarly articles’ abstracts in ninety-four journals in eight (inter)disciplinary fields that covers the period of 2001-2015. This paper seeks to answer the question whether differences in the studies of the post-Soviet transformations are defined by country discourse or by the field of study. The research results suggest that there is a two-level mechanism, by which the societal context affects academia, in this case, social sciences and humanities. While general directions of scholarly attention are determined by societal differences, representations of post-Soviet transformations are framed through specific disciplinary lenses that combine both international and post-Soviet features.
This article examines how migrant background influences educational outcomes of schoolchildren in Moscow and its oblast (region). We use logit regressions for panel data, over the years 2010 to 2013, taken from the Russia Longitudinal Monitoring Survey (RLMS-HSE). As dependent variable we use educational progress approached by school grades as reported by parents or adult relatives. In addition, our econometric specification includes control variables such as socioeconomic status, type of school, health issues, gender, and age, to test the impact of migration status on the probability of being classified as a successful or unsuccessful student. The findings suggest that there is no difference between migrant and native schoolchildren, that is, migration background does not influence the educational achievements of pupils. On the other hand, as we expected, socioeconomic status has a negative impact on the probability of being classified an unsuccessful student. Boys have lower probabilities than girls of being classified as excellent students. Attendance of public regular schools negatively affects the probability of being an excellent student, health issues do not significantly affect the academic performance, while older students are low-performing.
Using logit regressions and longitudinal data of schoolchildren aged 6-14 (from 1st to 8th grades) over the period 2010-2013 (four waves), this article empirically examines the impact of migration status on educational achievements in Russia. In contrast to most of the previous empirical literature, our panel data control the impact of monotonous determinants of educational achievements, such as parental education, family income, parental professional status, and many other key background factors. Our findings suggest that migration background has no effect on educational achievements after controlling for socioeconomic status (SES), child’s health, school type, settlement, and other personal characteristics, which have statistically significant effects in distinguishing between successful and unsuccessful students.