Psychosocial Adaptation and School Success of Italian, Portuguese and Albanian Students in Switzerland: Disentangling Migration Background, Acculturation and the School Context

Hoti, Andrea Haenni; Heinzmann, Sybille; Müller, Marianne; Buholzer, Alois

doi:10.1007/s12134-015-0461-x

Cited by 39 publications

(27 citation statements)

References 37 publications

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“…Students were asked to what extent they felt their school enables them to learn about cultural and linguistic diversity, migration and racism. A stronger perceived endorsement of a cultural pluralism perspective was linked with less individually perceived discrimination, a higher perceived appreciation of students' cultural identity, better psychosocial adaptation and higher motivation amongst early-adolescent immigrant students (Haenni Hoti, Heinzmann, Müller, & Buholzer, 2015;Vedder & van Geel, 2012). Multicultural norms in the classroom were also associated with better interethnic attitudes amongst non-immigrant students (Thijs & Verkuyten, 2013).…”

Section: Effects Of (Perceived) Cultural Pluralismmentioning

confidence: 88%

From equality and inclusion to cultural pluralism – Evolution and effects of cultural diversity perspectives in schools

Schachner

2017

European Journal of Developmental Psychology

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Section: Effects Of (Perceived) Cultural Pluralismmentioning

confidence: 88%

From equality and inclusion to cultural pluralism – Evolution and effects of cultural diversity perspectives in schools

Schachner

2017

European Journal of Developmental Psychology

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“…A positive school climate can promote adjustment (Thapa, Cohen, Guffey, & Higgins‐D'Alessandro, ). Still, only very few studies have investigated diversity‐specific aspects of school context and climate, and their impact on immigrant students' school adjustment (for exceptions see Brand, Felner, Shim, Seitsinger, & Dumas, ; Brown & Chu, ; Haenni Hoti, Heinzmann, Müller, & Buholzer, ; Verkuyten & Thijs, ).…”

Section: School As a Developmental And Acculturative Contextmentioning

confidence: 99%

“…Also, their parents often can only provide limited support in dealing with school‐related issues (Turney & Kao, ). It has therefore been suggested that a positive school climate is even more important for adolescents with an immigrant background (Haenni Hoti et al., ; Thapa et al., ) and that it can buffer the negative effects of perceived discrimination (Özdemir & Stattin, ).…”

Section: School As a Developmental And Acculturative Contextmentioning

confidence: 99%

“…Previous studies confirmed that a curriculum that is meaningful to students' cultural background can promote academic motivation and support school belonging (Roeser, Eccles, & Sameroff, ) and that students belonging to an ethnic minority show greater interest in course content and materials involving underrepresented groups (Graham & Taylor, ). Intercultural education (i.e., learning about ethnic minorities and interethnic relations as part of the curriculum) has been associated with lower levels of racial bias (Verkuyten & Thijs, ) and better psychological adjustment (general life satisfaction and self‐efficacy) of immigrant students (Haenni Hoti et al., ). Similarly, teachers' self‐reports of valuing and teaching about cultural diversity were associated with lower levels of perceived discrimination and a stronger ethnic identity among immigrant and ethnic minority students (Brown & Chu, ).…”

Section: School As a Developmental And Acculturative Contextmentioning

confidence: 99%

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Cultural Diversity Climate and Psychological Adjustment at School—Equality and Inclusion Versus Cultural Pluralism

et al. 2016

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The present study is concerned with cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural pluralism. Longitudinal multilevel analyses based on 386 early adolescent immigrant students (Mage = 10.49 years) in 44 ethnically heterogeneous classrooms in Germany revealed that the manifestations of both types of policies promote psychological school adjustment (i.e., better well-being and fewer psychological and behavioral problems) at the individual level. However, they differ in their effects on acculturation orientations. At the classroom level, equality and inclusion promote assimilation. Implications for research and educational practice are discussed.

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“…A study of Italian-, Portuguese-, and Albanian-heritage adolescents in Switzerland assessed three dimensions of acculturation -heritage culture orientation, majority culture orientation, and multicultural orientation (Haenni Hoti, Heinzmann, Müller, & Buholzer, 2015 (Brown & Zagefka, 2011;Zagefka & Brown, 2002).…”

Section: Acculturation Orientationsmentioning

confidence: 99%

Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background

Schachner

Juang

Moffitt

et al. 2018

European Psychologist

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Schools as acculturative and developmental contexts for youth of immigrant and refugee backgroundSchachner, Maja; Juang, Linda P.; Moffitt, U.; van de Vijver, Fons Published in: European PsychologistPublication date: 2018 Link to publication Citation for published version (APA):Schachner, M., Juang, L. P., Moffitt, U., & van de Vijver, F. (2018). Schools as acculturative and developmental contexts for youth of immigrant and refugee background. European Psychologist, 23, 44-56. General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.-Users may download and print one copy of any publication from the public portal for the purpose of private study or research -You may not further distribute the material or use it for any profit-making activity or commercial gain -You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright, please contact us providing details, and we will remove access to the work immediately and investigate your claim. Abstract: Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugeebackground youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, studentteacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.

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Psychosocial Adaptation and School Success of Italian, Portuguese and Albanian Students in Switzerland: Disentangling Migration Background, Acculturation and the School Context

Cited by 39 publications

References 37 publications

From equality and inclusion to cultural pluralism – Evolution and effects of cultural diversity perspectives in schools

From equality and inclusion to cultural pluralism – Evolution and effects of cultural diversity perspectives in schools

Cultural Diversity Climate and Psychological Adjustment at School—Equality and Inclusion Versus Cultural Pluralism

Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background

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