Immigrant Students and Their Teachers -- Exploring Various Constellations of Acculturation Orientations and Their Impact on School Adjustment

Autor/inn/en	Haenni Hoti, Andrea; Wolfgramm, Christine; Müller, Marianne; Heinzmann, Sybille; Buholzer, Alois
Titel	Immigrant Students and Their Teachers -- Exploring Various Constellations of Acculturation Orientations and Their Impact on School Adjustment
Quelle	In: Intercultural Education, 30 (2019) 5, S.478-494 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2019.1586214
Schlagwörter	Immigrants; Instructional Effectiveness; Student Adjustment; Acculturation; Teacher Student Relationship; Elementary School Teachers; Elementary School Students; Migration; Satisfaction; Self Concept; Foreign Countries; Grade 5; Latin American Culture; Switzerland; Albania; Portugal; Sri Lanka; Italy + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Unterrichtserfolg; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Akkulturation; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Zufriedenheit; Selbstkonzept; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Schweiz; Albanien; Ceylon; Italien
Abstract	The present study examined what impact various constellations of acculturation orientations of immigrant students and their teachers have on the students' school adjustment. For this purpose, the study analysed the acculturation orientations of 1106 5th graders and their class teachers in Switzerland. Using multiple regression analysis, we found that immigrant students were more satisfied at school if their teachers had similar attitudes about cultural assimilation and cultural diversity and could, thus, be said to have congruent acculturation orientations. With respect to students' academic self-concept, immigrant students with a minority orientation whose teachers value cultural diversity including the heritage culture of their students showed a lower academic self-concept despite matching acculturation orientations. We interpret this result as a dilemma of teachers between the endeavour to develop culturally sensitive attitudes and behaviours and the risk to create stereotype threat and its negative effects through addressing cultural differences. Furthermore, a mismatch between the students' (bi-)national identification at school and the teacher's perception of the student as an immigrant or a native-born student could be shown to have adverse effects on the academic self-concept in the group of students with older teachers (50+ years). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01