Immigrant integration policy for future generations? A cross-national multilevel analysis of immigrant-background adolescents’ sense of belonging at school

Ham, Seung‐Hwan; Kyung-Eun, Yang; Cha, Yun-Kyung

doi:10.1016/j.ijintrel.2017.06.001

Cited by 37 publications

(23 citation statements)

References 42 publications

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“…In terms of migration background, students with a migration background had slightly lower results regarding the variables in the study (for similar findings, see also Ham et al 2017;Schachner et al 2018), but the effect sizes were not large. Students from migration backgrounds perceived lower teacher fairness and exhibited higher school absenteeism than students from non-migration backgrounds.…”

Section: Discussionsupporting

confidence: 63%

“…Regarding demographic differences, female students typically report a slightly higher SOBS than their male counterparts (Allen et al 2018;Arends and Visser 2019;Bond et al 2007;Chiu et al 2012;Gillen-O'Neel and Fuligni 2013;Huyge K et al 2015). Additionally, students from migration backgrounds exhibit a lower SOBS in a variety of different countries (Chiu et al 2012;Ham et al 2017;Schachner et al 2018), which is frequently explained by a higher degree of discrimination.…”

Section: The Role Of School Belongingmentioning

confidence: 99%

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Austrian students’ experiences of supportive relationships with teachers, peers, and parents and the mediating effect of school belonging in the context of their academic and non-academic outcomes

2021

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Based on the assumption that people are driven by an innate need for relatedness, the present study explores the interrelations between students’ perceptions regarding supportive relationships, their sense of belonging at school, and academic and non-academic outcomes. More concretely, we hypothesise that students who experience high teacher support (as indicated by teacher fairness), high emotional support from parents, and low bullying in class exhibit a higher sense of school belonging, which, in turn, is positively related to life satisfaction and achievement and negatively related to school absenteeism. Differences in gender and differences concerning migration background were also explored as well as possible differences in the structural relations across groups. The results of our analysis, which is based on the PISA 2015 dataset for Austrian students, mainly confirm the hypothesised associations and also confirm the function of students’ sense of school belonging as a mediator. Regarding group differences, female students and students without a migration background tended to report higher values regarding perceived supportive relationships and school belonging. However, life satisfaction of female students was lower than that of male students. Overall, the results suggest that supportive relationships between students and their teachers, classmates, and parents should be fostered, as such supportive relationships are directly and indirectly correlated with important student outcomes.

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Section: Discussionsupporting

confidence: 63%

Section: The Role Of School Belongingmentioning

confidence: 99%

Austrian students’ experiences of supportive relationships with teachers, peers, and parents and the mediating effect of school belonging in the context of their academic and non-academic outcomes

2021

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“…A study of school bonds among high school students concluded that for youths exposed to bad treatment, school bonding created by supportive relationships with adults in the school and participation in school clubs may be effective in reducing absenteeism and failure in school [25]. It was stated that the feeling of belonging to school among high school students may be closely associated with social exclusion [26]. Additionally, the expectations, teacher support and bonding to school of university students appears to be related to feelings of belonging to university [27].…”

Section: Introductionmentioning

confidence: 99%

Investigation of the Correlation between Belonging Needs of Students Attending University and Well-being

Karaman¹,

Tarim²

2018

ujer

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Belonging is one of the basic psychological needs dealt with by many conceptualists. In different contexts the need to belong may be met at different levels. In this study the affiliation of 276 university students (178 females 64.5%, 98 males 35.5%) to their university was dealt with. The aim of this study is to investigate the correlation between the students' belonging to the university and well-being levels. Students in the research group were aged from 18 to 26 years, with mean age of 20.7 and standard deviation of 1.53. The group included 111 (40.2%) first year students, 95 (34.4%) second year students, 46 (16.7%) third year students and 24 (8.7%) fourth year students. Of students, 16 (5.8%) had poor economic status, 157 (56.9%) had moderate, 94 (34.1%) had good and 9 (3.3%) had very good economic status. The data collection tools of the Belonging to the University Scale and PERMA Profiler were used along with a personal information form. Analysis in the research used the multiple regression analysis and correlation techniques. According to the analysis results, the belonging to the university subdimensions of identification, expectation and motivation had a low level and significant correlation with well-being and these three subdimensions explained 15% of well-being. Additionally, there were significant correlations determined between belonging to the university, well-being, identification, meaning and health variables. In conclusion, as the belonging to the university level increases, it is considered university students' well-being levels will increase.

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“…Enfin, l'école doit être en mesure d'accueillir toutes et tous les élèves quel que soit leur niveau socioéconomique, et avoir pour visée l'ouverture interculturelle (valorisation de la diversité, sentiment d'appartenance, etc.) afin de donner confiance aux élèves issu•e•s de l'immigration en valorisant toutes leurs potentialités (Ham, Yang, & Cha, 2017). Es gibt eine uralte Debatte zwischen denen, die glauben, dass interkulturelle Bildung der multikulturellen Bildung konzeptionell überlegen ist, und denen, die glauben, dass es keine signifikanten Unterschiede zwischen diesen beiden Modellen des Cultural Diversity Management gibt.…”

Section: Graphique 3 Performances Générales Des éLèves Source: Ocdeunclassified

Modèles nationaux d’intégration de migrant·e·s et résultats PISA: éléments pour un débat

Lauwerier

Akkari

2020

SJER

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Il existe un débat ancien entre les tenant·e·s d’une supériorité conceptuelle de l’éducation interculturelle par rapport à l’éducation multiculturelle, et celles et ceux qui considèrent qu’il n’existe pas de différences notables entre ces deux modèles de gestion de la diversité culturelle. Dans cet article, nous analysons dans un premier temps les arguments mobilisés dans le cadre de ce débat. Dans un deuxième temps, nous utiliserons les données de l’enquête PISA pour comparer les résultats des pays ayant adopté l’interculturalisme (France, Espagne, Suisse) avec des pays utilisant le multiculturalisme (Canada, États-Unis, Royaume-Uni). La comparaison portera sur les résultats des jeunes issus de la diversité (élèves immigrés de la première et de la deuxième génération). Cette comparaison permettra d’explorer les liens éventuels entre modèles d’intégration (interculturalisme ou multiculturalisme) et performances scolaires pour voir si un modèle fait effectivement la différence sur ces questions.

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Immigrant integration policy for future generations? A cross-national multilevel analysis of immigrant-background adolescents’ sense of belonging at school

Cited by 37 publications

References 42 publications

Austrian students’ experiences of supportive relationships with teachers, peers, and parents and the mediating effect of school belonging in the context of their academic and non-academic outcomes

Austrian students’ experiences of supportive relationships with teachers, peers, and parents and the mediating effect of school belonging in the context of their academic and non-academic outcomes

Investigation of the Correlation between Belonging Needs of Students Attending University and Well-being

Modèles nationaux d’intégration de migrant·e·s et résultats PISA: éléments pour un débat

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