The Impact of Cultural Dissonance and Acculturation Orientations on Immigrant Students’ academic performance

Abstract

Prior research has documented meaningful differences between school performance of immigrant and native students. Multicultural education has been associated with academic failure of foreign students. The aim of this study was to examine the impact of a set of psychosocial variables on the perceived academic achievement of first generation immigrant adolescents from public secondary schools in Northern Spain. Results showed that 46% of the variability in foreign students’ perceived academic performance was explained by home-school cultural dissonance. We also explored the impact of acculturation orientation to separation, perception of discrimination from teachers, school adjustment and psychological well-being in academic performance. Any multicultural education context should take into account psychosocial adjustment, given its influence on academic performance of all students.

School Satisfaction in Immigrant and Chilean Students: The Role of Prejudice and Cultural Self-Efficacy

“…Prejudice was negatively related to school satisfaction, as was expected. This result emphasizes the importance of peer intergroup relationships in students' wellbeing, which are especially sensible in cultural diversity scenarios (Verkuyten and Thijs, 2002;Berry et al, 2006;Fang et al, 2016;Martínez-Taboada et al, 2017;Thijs et al, 2019). Prejudice also presented negative associations with cultural self-efficacy and its dimensions in each group of adolescents.…”

“…Intergroup relations have been identified as important antecedents of students’ school adjustment and well-being ( Berry et al, 2006 ; Martínez-Taboada et al, 2017 ; Motti-Stefanidi et al, 2020 ; Sirlopú and Renger, 2020 ). Literature about intergroup contact between immigrant and Chilean students has reported contradictory results.…”

“…Quotidian experiences of mixing with different others at school could have important consequences on intergroup attitudes, even affecting their relations with outgroup members on their adulthood ( Berry et al, 2006 ; Abrams and Killen, 2014 ; Schachner et al, 2018b ). Moreover, the quality of the contact between students from different cultural backgrounds has also influence in both their school adjustment and psychological well-being ( Berry et al, 2006 ; Martínez-Taboada et al, 2017 ; Motti-Stefanidi et al, 2020 ).…”

“…Another source of difficulties could be the relationships between immigrant and host society members’ schoolmates, especially the tensions produced by intergroup attitudes, which affect their evaluations about their experiences at school ( Berry et al, 2006 ; Fang et al, 2016 ; Martínez-Taboada et al, 2017 ; Thijs et al, 2019 ). Social relatedness is one of the main developmental needs during adolescence.…”

South Korean elementary school teachers’ experiences of inclusive education concerning students with a multicultural background

“…This study discovered that many SMBs had issues in common, both at school and at home. The issues that arise in the education of SMBs were previously observed by a number of international research studies: academic underachievement (Bondy, Peguero, and Johnson 2017;Castles 2009;Martinez-Taboada et al 2017); language difficulty (Kang 2015;Obondo, Lahdenperä, and Sandevärn 2016;Sinkkonen and Kyttälä 2014;Suarez-Orozco and Suarez-Orozco 2009); importance of parental collaboration in IE (Angelides and Hajisoteriou 2013;Hamaidi, Homidi, and Reyes 2012;Lee and Low 2013;Soto-Chodiman et al 2012); and emotional difficulties and social isolation (Cherng 2015;Malsbary 2014;Plenty and Jonsson 2017). However, the difference in perceptions of SMBs' difficulties between the teachers in this study and teachers in other international studies, was quite striking.…”