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Schools as acculturative and developmental contexts for youth of immigrant and refugee background

  • Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusiveSchools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.show moreshow less

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Metadaten
Author:Maja K. SchachnerORCiDGND, Linda JuangORCiDGND, Ursula MoffittORCiD, Fons J. R. van de Vijver
URN:urn:nbn:de:kobv:517-opus4-414101
DOI:https://doi.org/10.1027/1016-9040/a000312
ISSN:1016-9040
ISSN:1878-531X
Parent Title (English):European psychologist : official organ of the European Federation of Psychologists' Associations (EFPA)
Publisher:Hogrefe Publ.
Place of publication:Göttingen
Document Type:Article
Language:English
Date of first Publication:2019/02/12
Year of Completion:2018
Release Date:2019/02/12
Tag:acculturation; adaptation; school; youth of immigrant and refugee background
Volume:23
Issue:1
Pagenumber:13
First Page:44
Last Page:56
Organizational units:Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Lehrerbildung
Dewey Decimal Classification:1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie
Peer Review:Referiert