This book discusses the trajectories of minority students’ acculturation in terms of school and family-related characteristics that are influential for school adjustment of minority youths.
The process that ethnic minority youth undergo while adjusting to the mainstream culture is known as acculturation. Acculturation outcomes in the school context can be measured in terms of students’ psychological well-being and their academic performance. For minority youth, family and school are the two main contexts of acculturation. The aim of the book is to provide multifaceted insights into the challenges that minority students, as well as their parents and teachers, encounter during the acculturation process, and to illustrate the interplay between school and family related factors of minority youths’ school adjustment. Research teams from Germany, Hungary, Israel, Russia, Switzerland, and USA report findings from empirical studies on acculturation and school adjustment of minority students in schools of their respective countries.
This book was originally published as a special issue of the journal, Intercultural Education.
Table of Contents
Introduction: Acculturation and school adjustment of minority students: school and family-related factors, Elena Makarova 1. Teachers as risk and resource factors in minority students’ school adjustment: an integrative review of qualitative research on acculturation, Elena Makarova, Judith ‘t Gilde and Dina Birman 2. Immigrant students and their teachers – exploring various constellations of acculturation orientations and their impact on school adjustment, Andrea Haenni Hoti, Christine Wolfgramm, Marianne Müller, Sybille Heinzmann and Alois Buholzer 3. Teaching technologies for immigrant children: an exploratory study of elementary school teachers in Russia, Chulpan Gromova, Rezeda Khairutdinova, Dina Birman and Aydar Kalimullin 4. ‘It is hard at school, but I do my best to cope.’: the educational experience of multilingual immigrant youth in high school, Orly Haim 5. Hidden and actual dropout from the education system among adolescents of Ethiopian origin in Israel, Wovite Worku Mengisto and Gabriel Horenczyk 6. Emotional school engagement among minority youth: The relevance of cultural identity, perceived discrimination, and perceived support, Kerstin Göbel and Zuzanna M. Preusche 7. Minority parents’ coping efforts to improve their children’s academic achievement: the Tanodas in Hungary, Lananh Nguyen Luu, Ágnes Boreczky and János Gordon Győri 8. Peer cultural socialisation: a resource for minority students’ cultural identity, life satisfaction, and school values, Jana Vietze, Linda P. Juang and Maja K. Schachner
Elena Makarova studied educational sciences at the National Pedagogical University of Kiev, Ukraine. She received her PhD and her Venia Docendi at the University of Bern, Switzerland. Currently she is a Full Professor of Educational Sciences and Director of Institute for Educational Sciences at the University of Basel, Switzerland.