Acculturation strategies and attitudes and their relationship with the identification of descendants of migrants in the Catalan school context

Abstract

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Host-Country Parent Perspectives on International Schooling: A study from Bahrain

“…This study has offered insights into the rapid expansion of international schooling worldwide (Brummitt & Keeling, 2013; ISC Research, 2019), fuelled by demand from host-country parents (Bunnell, 2019), by offering insights into why host-country parents choose this system of schooling and some of the consequences of their choice. The study has focused on Bahraini parents choosing international schools, but these findings may also be useful for understanding school choices in other contexts – for example, for examining other contexts where parents are choosing non-government systems of schooling, and also for understanding school choices in other contexts where there is a cultural difference between the parent community and the predominant culture of a school (see, for example, Choi et al, 2018; Petreñas et al, 2021).…”

“…According to Berry, there are four different strategies that individuals can take as this contact occurs: integration (maintaining own culture while participating in the other); assimilation (abandoning own culture in favour of the other); separation (maintaining own culture and rejecting participation in the other); and marginalisation (losing the ability to identify with either culture). The concept of acculturation strategies is useful for understanding how individuals respond to a different culture, and has been used extensively to understand student behaviours, with the focus being on how students from ethnic minority and/ or migrant backgrounds adjust to the different social norms of the dominant group at their school (see, for example, Choi et al, 2018; Petreñas et al, 2021). However, very little attention has been paid to understanding the behaviours of parents in terms of acculturation, with one salient exception being the work of Pirchio et al (2017) for whom it is used incidentally in their study of the parental involvement of parents from immigrant and non-immigrant backgrounds.…”

Who is on our side? complexities of national identification among native and immigrant youth in Catalonia

“…Yet, an open question remains as to if and how immigrants absorb, and even believe, these messages based on their personal experiences at school and elsewhere. Deusdad-Ayala (2009) documented rampant teacher-held xenophobic views within Catalan secondary schools (see also Petreñas et al, 2019). Likewise, Gibson et al (2013)…”

“…Instead, their identification may be driven by other forces, such as negative and/or positive personal experiences with different nationally-identifying individuals in Catalonia, a general desire to fit in, or even a lack of awareness that many natives view Catalan and Spanish identification as incompatible. Lastly, traditional cultural attachments to Spain or former Spanish colonies may also facilitate identification with Spain (Petreñas et al, 2019). Importantly, over 23% of immigrants to Catalonia hailed from Spanish-speaking countries at the time of data collection (IDESCAT, 2014b).…”

“…As mentioned above, our interest lies in whether immigrants identify with Catalonia or Spain, and whether they adopt a similar stance as natives toward the two national identities, especially as far as perceived identity (in)compatibility is concerned. We also anticipate that immigrants' backgrounds matter, with immigrants from traditionally Spanish-speaking countries (e.g., Latin America) presumably less likely to identify as Catalan (Huguet & Janés, 2008;Petreñas et al, 2019). Similarly, we also compare Muslim and non-Muslim immigrants, who, in our sample mostly hail from Morocco, and to a lesser extent Pakistan, as Muslim immigrants in Europe often face higher levels of prejudice and acrimony than those with other religious backgrounds (e.g., Astor, 2016;Deusdad-Ayala, 2009;Reitz et al, 2017).…”