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This book discusses the trajectories of minority students¿ acculturation in terms of school and family-related characteristics that are influential for school adjustment of minority youths. This book was originally published as a special issue of the journal,
Intercultural Education.
List of contents
Introduction: Acculturation and school adjustment of minority students: school and family-related factors 1. Teachers as risk and resource factors in minority students’ school adjustment: an integrative review of qualitative research on acculturation 2. Immigrant students and their teachers – exploring various constellations of acculturation orientations and their impact on school adjustment 3. Teaching technologies for immigrant children: an exploratory study of elementary school teachers in Russia 4. ‘It is hard at school, but I do my best to cope.’: the educational experience of multilingual immigrant youth in high school 5. Hidden and actual dropout from the education system among adolescents of Ethiopian origin in Israel 6. Emotional school engagement among minority youth: The relevance of cultural identity, perceived discrimination, and perceived support 7. Minority parents’ coping efforts to improve their children’s academic achievement: the Tanodas in Hungary 8. Peer cultural socialisation: a resource for minority students’ cultural identity, life satisfaction, and school values
About the author
Elena Makarova studied educational sciences at the National Pedagogical University of Kiev, Ukraine. She received her PhD and her Venia Docendi at the University of Bern, Switzerland. Currently she is a Full Professor of Educational Sciences and Director of Institute for Educational Sciences at the University of Basel, Switzerland.
Summary
This book discusses the trajectories of minority students’ acculturation in terms of school and family-related characteristics that are influential for school adjustment of minority youths. This book was originally published as a special issue of the journal, Intercultural Education.
