Immigrant parents’ acculturation strategies and involvement in children’s education

Abstract

Interactive acculturationResearch on the acculturation of immigrant and ethnic-cultural minority groups has been strongly influenced by Berry's two-dimensional Integration-Acculturation Model (Berry, 1997). In this framework, acculturation is defined as the interplay of two theoretically independent dimensions: immigrants' preference for maintenance of the heritage culture and language (which can vary from low to high) and their preference for intercultural contact with members of the majority group and more broadly for participation in the majority society (which can also vary from low to high; see Berry et al., 2006). Combined, these orientations result in four types of acculturation strategies: integration (comparatively strong preference for cultural maintenance and comparatively strong preference for intercultural contact and participation in the majority society), assimilation (low preference for cultural maintenance and high preference for majority group contact and participation), separation (high preference for maintenance of the heritage culture together with a strong orientation on the cultural in-group and low majority group contact and societal participation), and marginalization (low preference for cultural maintenance together with limited connection to the in-group and low preference for intercultural contact with the majority group and participation in the majority society). Zagefka et al. (2011), among other scholars, have pointed out that majority group members and the majority society as a whole also have acculturation preferences for immigrants and ethnic-cultural minority groups, which in turn can shape the acculturation strategies of these groups. This view is referred to as the Interactive Acculturation Model (Bourhis et al., 1997;Zagefka et al., 2011). Acculturation of immigrants is seen as an interactive process that is actively co-constructed by both the immigrants and the majority society (Passiatore et al., 2019;Phalet & Baysu, 2020). In this regard, local and national integration policies are of particular interest. Different local and national policies on integration have been identified across Europe and three main models are currently distinguished (Aggestam & Hill, 2008). The assimilation model, also referred to as the 'republican model' (referring to France as a country that exemplifies this model), opts for cultural homogenization, requiring ethnic-cultural minority groups to adopt the predominant national norms and language. The multicultural model, also referred to as the pluralism model, grants rights to ethnic-cultural groups and supports diversity in public institutions, such as education. Finally, the exclusionary model, also known as the separation model, regards immigrants as temporary guest workers with the prospect of returning, while excluding them from full citizenship (Doomernik & Bruquetas-Callejo, 2016;Rodríguez-García, 2010).As stated above, several European countries nowadays opt for an assimilation model in their local and national policies (Malik, 2015). Alth...

Why do parents employ helicopter parenting in the post‐COVID‐19 era? An actor‐partner interdependence mediation model

“…Most of the current research on helicopter parenting focuses on exploring the impact of helicopter parenting on individual development, while only a few studies explore the potential factors that influence helicopter parenting. These studies examine the predictive effects of child factors (such as gender, negative behaviors, and self‐regulation ability; Nelson et al, 2021) and parental characteristics (such as parental prevention focus, regrets, and parents' need to get in touch with their children; Rousseau & Scharf, 2017; Van Dyck, 2015) on helicopter parenting. However, the potential impact of the socioeconomic environment is ignored.…”