Emotional school engagement among minority youth: the relevance of cultural identity,perceived discrimination,and perceived support

ABSTRACT

Minority student school dropout represents a challenging issue for educational systems in many countries. Notwithstanding minority families' overall high academic aspirations, there is a stable achievement gap between majority and minority students. Minority students who are emotionally engaged with their school tend to be psychologically and socioculturally better adapted to their country of residence and, as a result, report higher academic success. Therefore, emotional school engagement represents a relevant factor for integration into the host society. The goal of this paper is to investigate the interrelation between ethnic and national identity, perceived discrimination, and perceived support from parents, peers, and teachers with emotional school engagement. Results indicate that cultural capital within the family, cultural self-identification, and perceived support from peers and teachers play an important role for students’ emotional school engagement.     

The academic achievement of socioeconomically disadvantaged immigrant adolescents: a social capital perspective

A sizable body of literature reports that social capital, derived from relational resources embedded in micro social contexts, is crucial for student achievement. This study aimed to examine whether this applies as well to socioeconomically disadvantaged immigrant adolescents in the US. In so doing, the study first identified the types of relational features that were strongly associated with immigrant adolescents’ academic achievement, before exploring how high- and low-achieving immigrant adolescents coming from similarly socioeconomically disadvantaged backgrounds differed in terms of these relational features. To this end, the study used the dataset of the Children of Immigrants Longitudinal Study (CILS). There was a significantly positive association found between academic achievement and a number of positive characteristics of social relationships with friends and teachers. In addition, a significant disparity in these relational features was found between high and low achievers among the socioeconomically disadvantaged. The findings illuminate the salience of peer contexts and of interpersonal trust in shaping immigrant adolescents’ educational outcomes in a way that transcends socioeconomic boundaries. It is pertinent for educators and policy-makers to empower immigrant youth as independent agents capable of generating academically relevant social capital on their own outside their families and ethnic communities.     

Aggression and conduct disorder in former Soviet Union immigrant adolescents: The role of parenting style and ego identity

The study examined aggression, guilt feelings and conduct disorder (CD) in adolescent immigrants from the Former Soviet Union. One hundred and nineteen adolescents, including sixty six immigrants and fifty native Israelis from four residential schools, completed questionnaires assessing level of aggression, sense of guilt, ego identity, and parenting style. Objective assessments of CD were obtained from instructors at the residential schools, using the CBCL. Results indicate that diffused ego identity is the strongest predictor of aggression, guilt, and CD. A lack of positive parenting moderates the link between diffused ego identity and aggression and CD, while positive parenting promotes a sense of guilt, especially in the immigrant group. These results warrant cultural identity-sensitive interventions.     

School counsellors and cultural diversity management in Spanish secondary schools: the role of relations with other educators and intervention models used in care of immigrant students

During the last 20 years, the influx of immigrant pupils in Spanish schools has taken up much of school counsellors’ agendas. This leads us to reflect upon the status and role of educational guidance in terms of cultural diversity management, particularly focusing on two elements that may potentially help understand the situation: relations with other educational agents and the intervention model applied. The field work for this study was carried out during an academic semester in four secondary schools in Huelva. In addition to the analysis of official school documentation, remarks and field notes, semi-structured interviews were carried out and a discussion group was held with the four counsellors. Counsellors are trying to overcome an intervention model that is mainly therapeutic in nature and make space in their schedules for a way of working that is more focused on prevention and advisory services, incorporating the participation of other educational actors. But this is not an easy task. The possibility of generating changes would encourage better integration of cultural diversity in the life of schools, rather than treating it as a negative/deficit view, as an occasional issue, individual and isolated from the sum of school activities and other members of the education community.