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Samenvatting Cultural Diversity: Artikel Andriessen: Acculturation and school success: A study among minority youth in the Netherlands. Universiteit Utrecht.
Artikel Andriessen; Acculturation and school success: A study among minority youth in the Netherlands
Doelgroep: 610 participanten van verschillende culturele achtergronden
Methode: vragenlijst
Onderzoeksvraag:
Zijn er culturele verklaringen voor de etnische verschillen in success en welzijn op school, tussen Turkse, Marokkaanse, Christelijk-Turkse en Nederlandse leerlingen?
-> de acculturatie effecten hangen sterk af van de context (school vs. Thuis)
Culturele diversiteit in schoolklassen gaat gepaard met ongelijke onderwijskansen en uitkomsten.
Acculturatie: de psychologische aanpassing aan contact met de cultuur in migratiesituaties (Berry)
Integratie: zowel de etnisch-culturele karakteristieken behouden, als zich aanpassen aan de dominante cultuur van het gastland.
Separatie: het behouden van de etnisch-culturele karakteristieken, maar intercultureel contact is ongewenst.
Assimilatie: intercultureel contact is gewenst, maar de etnisch-culturele karakteristieken worden niet behouden.
Marginalisatie: zowel intercultureel contact als het behouden van de etnisch-culturele karakteristieken wordt als onbelangrijk gezien.
-> integratie is het meest populair en leidt tot de meest succesvolle psychologische aanpassing
-> het verschilt ook per context (school vs. Thuis) welke vorm van acculturatie wordt aangenomen.
Resultaten
- de vier groepen verschilde niet in positieve hechting aan de schoolomgeving
- meisjes hebben een gunstigere positie in het onderwijs dan jongens
-> etnische minderheidsleerlingen die volledig of deels georiënteerd zijn op intercultureel contact op school, nemen op deze manier een symbolische plek in die traditioneel bezet is door de dominante Nederlandse cultuur.
-> dit oversteken van etnische grenzen, wordt door docenten gelabeld als ‘moeilijk gedrag’
Discussie
De verwachting dat de positieve houding tegenover intercultureel contact tot betere schoolprestaties zou leiden, werd niet ondersteund door het onderzoek.
- Er is geen impact van acculturatie processen thuis, op school bij Turkse leerlingen en vluchtelingleerlingen (wel bij Marokkaanse leerlingen)
- Er werd gevonden dat vluchtelingen die integratie wilden verhoogde aanpassingsproblemen zouden hebben, dit werd niet verwacht. In de verwachting wordt dit tegengesproken op zowel het leren op school als in de coping strategies.
Tekortkoming
Het onderzoek is bijna alleen maar gefocust op de psychologie van minderheidsleerlingen.
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