La integración de jóvenes extranjeros en Cataluña

¿De aquí o de allá? Un estudio sobre inmigración haitiana, identidad y escuela

“…La escuela no escapa de las desigualdades sociales, más bien, es reproductora de las mismas e inclina la balanza en favor de las mayorías o de la(s) clase(s) dominante(s), segregando al alumnado en función de su condición social y cultural (Bourdie & Passeron, 2009), socioeconómica y política (Freire, 1969), intelectual (Lannegrand-Willems & Bosma, 2006) y actitudinal (Willis, 1977). Así, las personas -en este caso el(la) migrante-crean una identidad adaptada a las normas sociales y culturales hegemónicas (Ruiz, Calderón-Almendros & Torres-Moya, 2011), Vilá Baños, González & Palou (2016, crearon un modelo de estudio de la identidad cultural del migrante y su integración a un nuevo mundo cultural que identi ca dos niveles de análisis -objetivo y subjetivo-con 4 dimensiones y 9 sub-dimensiones.…”

“…This mixed investigation studied the orientation and perception of the cultural identity of students of Haitian origin two schools at San Luis, SDE in 2017-2018 school year. A model by Vilá Baños, et al (2016) that addresses the construction of the identity and the integration of the migrant from a subjective and an objective perspective was used among the types of cultural adjustment in multicultural encounter of Touriñan (2003). An ad hoc instrument was applied, elaborated from the Cohesion of Social Questionnaire of Palou (2011), ICCS of 2009 and the World Values Survey of (2014) to a sample of 62 students.…”

Migration and Youth Empowerment

“…On a social level, families were reunited and the need subsequently arose to discuss and plan administrative strategies to improve coexistence and introduce mechanisms of integration and participation for these new members of the host society. This scenario explains the variety of criteria that have been used to address the reality experienced by these young people (Cachón, 2003(Cachón, , 2007Pedone and Gil 2008b;Jiménez-Ramírez, 2010;Romaní and Feixa, 2013;Cea D'Áncona et al, 2014;González Ferrer et al, 2015;Vilà Baños et al, 2015).…”