Immigrant Students: The Attitudes and Perceptions of Teaching Staff

Abstract

Objective. In this article we discuss the attitudes of teachers towards immigrant students in the classroom and investigate the students' experiences and that of their family; the other important factor in their education. Method. The methodology used was qualitative interviews, carried out in a comprehensive school catering for the different stages of compulsory education in Sicily (Italy). In-depth interviews were performed on 15 teachers who tutored immigrant students, with the aim of revealing their thoughts, emotions, perceptions and attitudes with regard to this social and educational experience. Results. Although there were disparate elements within the context of the school, the results were consistent with other studies that address this global, contemporary problem. We found a pronounced receptivity on the half of the staff, good responses between equals, but also a degree of impotence and institutional neglect in the face of the problem. It was consistently perceived that families of immigrant students were rarely involved in school life. The influence of socio-economic, ethnic and religious factors that often affect relations between the immigrant student's family and the school, also emerged. Conclusions. The phenomenon of immigrant children's school integration is plagued with difficulties, which are repeated and maintained in different areas and periods of time. Within the school, the teachers take on the main task of offering these children a favourable environment for integration. However, the other major aspect of our study, the family relationship, was less encouraging. The teachers felt a lack of cooperation from the families of immigrant children.

Con Amore: Exploring How Italian School Leaders and Teachers Accommodate Immigrant Students

“…As previous scholars have stated, the teachers' perceptions and attitudes have a big influence on peer acceptance among students (Chiofalo et al, 2019b;Giusti, 2014;Pourdavood & Yan, 2020). The teachers' perspectives of how they supported immigrant students were that they believed they were doing the best they could with what they had.…”

“…"Within the context of Italian schools, fostering a sense of belonging remains an important challenge for teachers" (Dusi et al, 2014(Dusi et al, , p.1400. Additionally, teachers may influence peers to interact with immigrant students, opening a culturally diverse experience which is why their perspectives are vital to their experience (Chiofalo et al, 2019b). Pourdavood & Yan (2020) find that "teachers' perceptions and attitudes influence their expectations and treatment of the learners, which may directly impact students and cause them to exhibit either positive or negative attitudes or behaviors" (p.116).…”

“…Minello & Barban (2012) and Dusi et al (2014) emphasized the teacher's role in fostering self-belonging for immigrant students to succeed in their new environment. In promoting an intercultural education teachers can be the necessary key to guide all students to engage on the diversity of cultures (Chiofalo et al, 2019b). Recent studies on the attitudes of Italian teachers towards immigrant students have been more positive (Aiello et al, 2019;Salovitta & Consegnati, 2019).…”

“…Sonia pointed out the incoming issues the school will face if teachers are not fully prepared to accommodate the continuous flow of immigrant students. Sonia was the only teacher who mentioned the L2 program offered now in the teacher preparation courses in Italian universities (Chiofalo et al, 2019b). The purpose of this program was to help teachers teach students whose first language is not Italian.…”