Predictors of School Adjustment in High School Students of Immigrant Origin in Western Catalonia
Saved in:
| Title: | Predictors of School Adjustment in High School Students of Immigrant Origin in Western Catalonia |
|---|---|
| Language: | English |
| Authors: | Ursula Hinostroza Castillo (ORCID |
| Source: | Multicultural Education Review. 2023 15(3):204-222. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Student Adjustment, Immigrants, Acculturation, Intergroup Relations, Social Discrimination, Geographic Location, Social Bias, Cultural Differences, Minority Group Students, Racism |
| Geographic Terms: | Spain, Africa, Europe, Latin America |
| DOI: | 10.1080/2005615X.2023.2287703 |
| ISSN: | 2005-615X 2377-0031 |
| Abstract: | This study explores factors influencing school adjustment in immigrant students in Catalonia, Spain. Low school adjustment levels can lead to failure or dropout, particularly among immigrant students. The research analyzes acculturation strategies, intergroup contact, perceived discrimination, and origin's impact on school adjustment. Students from African, Latin American, and European backgrounds completed a questionnaire, revealing four acculturation strategies: marginalization, assimilation to Catalan culture, integration, and assimilation to Catalan and Spanish cultures. A k-means cluster analysis identified these patterns. Linear regression highlighted intergroup contact, integration vs. marginalization, and integration vs. assimilation to Catalan culture as significant predictors. Higher intergroup contact scores correlated with improved school adjustment, while adopting integration or assimilation to Catalan culture predicted better adjustment compared to marginalization. Understanding and addressing these factors is vital for enhancing immigrant students' educational experiences and reducing the risk of academic challenges. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1405953 |
| Database: | ERIC |
| Abstract: | This study explores factors influencing school adjustment in immigrant students in Catalonia, Spain. Low school adjustment levels can lead to failure or dropout, particularly among immigrant students. The research analyzes acculturation strategies, intergroup contact, perceived discrimination, and origin's impact on school adjustment. Students from African, Latin American, and European backgrounds completed a questionnaire, revealing four acculturation strategies: marginalization, assimilation to Catalan culture, integration, and assimilation to Catalan and Spanish cultures. A k-means cluster analysis identified these patterns. Linear regression highlighted intergroup contact, integration vs. marginalization, and integration vs. assimilation to Catalan culture as significant predictors. Higher intergroup contact scores correlated with improved school adjustment, while adopting integration or assimilation to Catalan culture predicted better adjustment compared to marginalization. Understanding and addressing these factors is vital for enhancing immigrant students' educational experiences and reducing the risk of academic challenges. |
|---|---|
| ISSN: | 2005-615X 2377-0031 |
| DOI: | 10.1080/2005615X.2023.2287703 |
