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1.
Turkey hosts the largest number of refugees in the world. So far, many studies investigated the mental health problems among Syrian refugees in Turkey and other hosting countries. However, little attention has been paid to the acculturation process of Syrian refugees in Turkey. A cross-sectional study was conducted with 409 Syrian refugees in Mardin, Turkey. Results showed that traumatic experiences depleted problem-focused, emotion-focused, and maladaptive coping strategies. Emotion-focused coping strategies mediated the relationship between traumatic experiences and maintenance of the heritage culture and adoption of the destination culture. To conclude, our findings underscore the importance of traumatic experiences and emotion-focused coping strategies for integration of Syrian refugees in Turkey. Psychosocial interventions enhancing emotion-focused coping capacities might mitigate the adverse impact of traumatic experiences on integration. We discussed the strengths and limitations of the study considering the current literature. 相似文献
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We studied the psychological and socio-cultural adaptation processes of Syrian refugees in Turkey using semi-structured, face-to-face, in-depth interviews among 15 participants. The study explored the themes and issues emerging in the psychological and socio-cultural adaptation processes such as life-satisfaction, contact with the host community and future plans of Syrian adults. Berry’s acculturation model (1997) is used to form the theoretical basis of this research. Our findings revealed that psychological and socio-cultural adaptation of Syrian refugees are strongly influenced by economic concerns, pre-migration expectations, religion and perceptions of Turkish natives’ expectations/ attitudes towards Syrians. From the perspective of the informants, economic concerns and uncertainty regarding duration of stay have a negative impact on refugees’ acculturation, leading to delayed psychological and socio-cultural adaptation. Positive perceptions of Turkish natives’ expectations/ attitudes towards Syrians are perceived to increase motivation to seek social support, which promotes well-being and life satisfaction in Turkey. Yet, negative perceptions such as prejudice and discrimination, may pose a risk for psychological health and low socio-cultural adaptation. One major finding of the paper is the two-fold impact of religion on Syrian refugees: Religion can be considered a binding/ equalizing function subsuming refugee and native groups under a superordinate identity. Nonetheless, it also appears to generate social distance when perceived as a threat to the secular national identity. The findings of this research can be used to minimize factors that undermine favorable acculturation outcomes and promote factors that facilitate high levels of psychological and socio-cultural adaptation. 相似文献
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Soo Bin Jang 《Multicultural Perspectives》2018,20(2):117-121
Based on my reflections on “being a foreigner,” I explore the boundaries of citizenship education in this essay. I use my foreign identity to articulate how social justice education can perpetuate closed-mindedness in classrooms by moving too quickly to student activism. I situate my experiences and reflections on being a foreigner within previous conversations about notions of certainty and indoctrination in the field of education philosophy, and I make an argument to create a safe intellectual space for my students. Creating such space is not neglecting moral responsibility or perpetuating privilege but actually navigating through the binary between “us” and “them.” 相似文献
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Acculturation can be a challenging experience for Asian international students moving to Western countries for study. The majority of international students are young adults, a population that has recently entered the legal alcohol purchase age, and who might not be familiar with new regulatory contexts and socio-cultural environments where drinking is common. Informed by theories of acculturative stress, ethno-identity conflict and adaptation, we explored 15 Asian international students’ lived experiences of alcohol in Australia, and the social, cultural and religious contexts within which these experiences were situated. Semi-structured interviews were undertaken, with an Interpretative Phenomenological Analysis exploring subjective experiences of alcohol and acculturation processes. Participants articulated numerous and varied experiences of their transitions, however, did not draw connections between stressful transition experiences and subsequent drinking. Most participants reported having increased their drinking since arrival in Australia, and although many participants had adapted to Australian patterns of drinking and socialising, they also reported it was challenging to navigate different cultural and social expectations and values around alcohol that were strongly rooted as a part of their ethnic heritage. Our participants’ experiences may be useful to inform future research on this much under-studied topic, as well as being used by universities to consider appropriate strategies for addressing alcohol-related acculturation processes as part of orientation curriculum with international students. 相似文献
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This study seeks to understand the cultural inclusion/exclusion practices that Syrian refugees encounter in the Jordanian work environment, explore whether an ingroup (Jordanian) over outgroup (Syrian refugees) favouritism exists and how such favouritism reshapes Syrian refugees’ social identity in this new environment. Drawing on qualitative-semi structured interviews with 12 Syrian refugees in Jordan, the study highlights different multi-layered cultural exclusion/inclusion practices that Syrian refugees in Jordan face. Through a combined underpinning of social identity theory (SIT) (Tajfel & Turner, 1979) and the acculturation framework (Arends-Tóth & van de Vijver, 2006), the study reports how these practices re-shape Syrian refugees’ identity around vocational skills. We go beyond the basic types of discrimination against refugees (e.g., gender, race, religion) to highlight economic and legal restrictions as important promoters of cultural exclusion despite the strong cultural cohesion factors. This highlights the significant role of community and societal practices that can go beyond cultural differences between groups, and extend our understanding of SIT. 相似文献
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Syria experienced a civil war that resulted in more than 3.6 million registered Syrian refugees seeking asylum in Turkey as of October 2022. This sociodemographic change has led to tensions between the local population living in Turkey and Syrian refugees, resulting in a social environment characterized by anti-refugee attitudes and intergroup conflicts. Accordingly, the aim of this study is to investigate the relationship between the internalization of Hofstede's culture dimensions by individuals and anti-refugee attitudes and to test the mediating roles of needs for cognition and recognition in this relationship. The sample consisted of 439 (295 women and 144 men) Turkish university students aged between 18 and 31 years (M = 21.47, SD = 2.36). According to the main results, (i) internalization of culture dimensions of long-term orientation, masculinity, and uncertainty avoidance predicts the likelihood of endorsing anti-refugee attitudes towards Syrian people living in Turkey and (ii) the need for recognition associated with impression-motivated heuristic thinking mediates the relationship between internalization of culture dimensions of masculinity, power distance, and uncertainty avoidance and anti-refugee attitudes. The results can be addressed by interested parties to reduce negative attitudes of the local population and facilitate the process of refugees' adaptation and sustainable integration into society. 相似文献
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Despite the recent increase in Sub-Saharan African newcomers to Canada, little is known about their experiences, specifically the challenges they face rebuilding their lives and the strategies they adopt to tackle these challenges. This scoping review of 48 articles provides a critical basis for further research on Sub-Saharan African international migration to Canada. Five themes emerged from the extant literature: 1) structural barriers to rebuilding self, family, and community; 2) limited support systems available in the transition period; 3) transnational ties and commitments as a recurring mediator of migrant life; 4) mechanisms for navigating transition and integration; and 5) changing gender relations and roles. Findings across these themes strongly project gender relations as a crucial engine of migrant life, yet studies do not extensively probe the nature and dynamics of key facets of post-migration gender relations. While transnational linkages could provide some support and sense of identity, the demands of and commitments to extended family members and other entities could stall or undermine efforts to rebuild lives and community in a new homeland. The coping mechanisms identified here appear to relieve or postpone the consequences of Sub-Saharan African migrants’ adaptations to the realities of life in Canada. Our review also underscores the need for strength-based approaches, such as resilience, in exploring the experiences of Sub-Saharan African migrants as newcomers in advanced Western nations like Canada. Future studies should consider that international migration presents complex challenges to both migrant sending and receiving countries, traceable to both localized and transnational historical and social linkages. 相似文献
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Ramona Fruja Amthor 《Multicultural Perspectives》2017,19(4):193-206
In order to bring forth the specific intricacies of the migration experience among comparatively understudied immigrant and refugee youth, this article bridges an intersectionality framework with multicultural education scholars’ calls to flexibility and fluidity in conceptualizing culture and identity. Drawing on in-depth interviews, the analysis is anchored by two pervasive themes: (a) the dynamic nature of identity positions whose intersections make the adaption of youth irreducibly nuanced and (b) the need for self-definition in the process of adaptation. Racial and ethnic positioning, national origin, class, legal status, and religion intersected in the participants’ lives in important ways, but they did not fulfill the same role across the cases. Attention to how these social locations intersect offers insight into the importance of context-based examinations of immigrant youth positioning, in addition to the centrality of structural analyses. Taking on an intersectionality lens, educators can engage both with the need to examine newcomer youth's situations structurally, while also tuning in to their interpretations, local contexts, and how various structural positions are foregrounded or obscured in their immigrant and refugee students’ paths. 相似文献
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Loneliness is a major health risk with particular relevance for migrants, who are faced with the challenge of establishing social networks to avoid social isolation after migration. We suggest that forming new relationships may be hampered or facilitated by characteristics of migrants’ heritage culture (i.e., the culture that migrants were socialized in), specifically the level of heritage relational mobility (the amount of opportunities to form new relationships and individual choice regarding whom to relate to in the heritage culture). Individuals with higher (versus lower) heritage relational mobility may be able to more easily establish social networks after migration, because of being more experienced with forming new social relationships. As such, we hypothesized that they might be less susceptible to loneliness after migrating – at least in a host culture that is high in relational mobility. In two cross-sectional survey studies with samples from two of the largest groups of student migrants in the city of Groningen (Study 1: n = 118 German, n = 97 Chinese students; Study 2: n = 119 German, n = 92 Chinese students) in the Netherlands (i.e., a context with high relational mobility), higher heritage relational mobility was indeed related to lower loneliness. Having grown up in a cultural environment that offers opportunities to individually establish new social relationships may hence protect migrants from quite different heritage cultures from loneliness, at least if the host culture also offers such opportunities. We discuss alternative explanations, as well as theoretical and practical implications. 相似文献
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Laura A. Roy 《Multicultural Perspectives》2015,17(2):61-68
This study examines the linguistic and cultural intersections of recently arrived Somali Bantu refugee students in South Texas through the lens of border theory. The use of Spanish in the homes of refugee families is explored in addition to ways in which an educator used testimonios to honor students’ migration experiences. Findings show how specific approaches used in schools that affirm both the receiving communities’ and the new arrivals' local knowledge can have a lasting impact on literacy acquisition and resettlement experiences. Findings from this study also illuminate the potential impact of educators who develop a critical, inquiry stance by embedding multiple entry points for students to cross social, cultural, linguistic, and curricular borders in school. 相似文献
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Durhane Wong-Rieger 《Int J Intercult Relat》1984,8(2):153-184
The purpose of this research was to develop and test a model of cross-cultural adaptation which proposes that adaptation to movement across cultures involves three processes: learning new social norms, matching behavior to these norms, and matching one's self-concept to the newly acquired behaviors and social norms. According to this model, adaptation problems arise when the foreigner fails in one or more of these processes so as to create various types of mismatches between the components of norms, behavior, and self-concept. Each type of mismatch was hypothesized to lead to a particular affective response and to be most effectively resolved by unique coping strategies which would restore balance among these three components. Successful adaptation, then, occurs when the foreigner uses the coping strategy which is appropriate to the type of mismatch problem encountered in the acculturation situation.This study tested the hypothesized relationship between mismatch problem, affective response, and coping strategy. Subjects were 40 foreign and 40 Canadian students at a Canadian university. They were presented with scenarios depicting five types of mismatches in hypothetical acculturation situations. Results showed that subjects' interpretations of these agreed with the mismatches proposed by the model. Moreover, their reported affective and coping responses confirmed the majority of the hypothesized relationships. These findings suggest the mismatch model may serve as a good framework for classifying diverse adaptation problems and for predicting the coping strategies which would effectively resolve these. 相似文献
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This interpretative phenomenological study addressed the question, “what are the lived experience of Non-Migrant Kashmiri Pandits who have witnessed the mass migration during the insurgency period of 1989 in Indian administered Kashmir?” Literature indicated that the insurgency of 1989 in Kashmir resulted in the mass migration of the Kashmiri Pandit population from the valley to Jammu and other parts of India. Current academic discourse about migrant Kashmiri Pandits highlights their social, economical, and psychological repercussions of migration however there is minimal exact work on non-migrant Kashmiri Pandits. This study captured the lived experiences of the non-migrant Kashmiri Pandit population. From the analysis of the data, four themes emerged were; A period of Victimization and Uncertainty, Perceived Isolation, Potential threat to Identity and, Kashmiriyat: Co-existence and brotherhood. Key findings from the study found that migration has caused severe injury to social, cultural, and religious identities of non-migrant Kashmiri Pandit. However, the inter-group relations with Kashmiri Muslim community was found to be positive source of living in Kashmir 相似文献
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This qualitative study systematically documents pre-service teachers' responses to a writing prompt asking them to name a personal “unearned” privilege on an end-of-term final assessment. Findings suggest that typical White/European heritage pre-service teachers can name privileges that have advantaged their own lives, even after one 14-week critical multicultural education course. Categories reveal patterns in participants' responses about their own privilege that are traditionally attended to in critical multicultural education curriculum, such as White privilege. However, student responses show that students are most comfortable talking about inherited privileges related to social class and race is named at a lower rate. Other responses show a range of privileges that students can draw on when they reflect on the structured nature of privilege in society. Overall, our findings suggest that when opportunities are created for students to grapple with complex, personal, emotional concepts, the vast majority of students are willing and able to perform this type of reflection and analysis. This work begins a discussion of what kinds of social privilege are more easily discussed in a high stakes assessment after experiences in critical multicultural education. Our findings provide nuanced understandings of how typical pre-service teachers name their own personal unearned privileges and deconstruct their experiences of privilege. Our findings suggest that attention to privileges associated with social class could provide powerful entry into examinations of other personal privileges in critical multicultural education. 相似文献
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This article examines the realities of war-affected youth living in Quebec, Canada, and in particular, their experiences and responses to education upon resettlement. In our qualitative study, using both in-depth interviews and focus groups, we queried 22 young people affected by war. Our thematic analysis describes the challenges youth faced in school after having experienced war-related trauma and migration. Despite existing international and national education frameworks, education policies and provisions are largely lacking and ill-equipped to support refugees’ unique needs. Youth felt that teachers and support staff tended to overlook young people’s pre-migratory lives, as well as post-migratory realities. To facilitate resettlement, war-affected refugee youth sought connections beyond school – in the form of peers, surrogate families, or community members from the same country of origin. These non-formal educational supports demonstrate youth’s agency, illustrating high bonding social capital. To support youth at the nexus of war, resettlement, and education, our findings point to the need for greater consideration of both pre-and post-migratory experiences, as well as for increased bridging and social capital to strengthen the linkages across student-school-community in ways that both build upon and respond to the strengths and challenges of war-affected children. 相似文献
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Earlier research has suggested that ethnic minority students have a significantly lower chance of attaining academic success compared to their peers without an ethnic minority background. Numerous research has also illustrated the importance of social capital for being academically successful. In two studies we examine the particular role of interethnic interactions in the social and academic adjustment of students in higher education. We use a Flemish university as a case study. Study 1 (N = 1549) uses mediation analysis, and Study 2 (N = 2479) replicates the first study using SEM (structural equation modelling). We first found that social adjustment is necessary for adjusting academically, and that it has a small, but positive effect on study success. While adjusting socially by interacting with students from other ethnic groups is of little benefit to native Flemish students, the opposite is true for students with a migration background. Furthermore, the more open-minded native students are, the less socially adjusted they tend to be, and they seem to benefit from a more close-minded stance than from open-mindedness in terms of adjusting to the social (and academic) context of a university. 相似文献
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Against the backdrop of significant migration changes and the predicted further diversification of the workforce, we present the concept of anomie to explain how different sociological and cultural settings influence migrants’ work and family experiences. Anomie refers to the feeling of disorientation and alienation from society caused by a sense of absence of supporting social systems. This article integrates cross-cultural management research into the migration and work–family interface and presents findings from a study of migrants residing in Australia. Through a qualitative methodology using semi-structured interviews and open-ended surveys, our study explored participants’ experiences of social and cultural adaptation orientations and behavioural anomie shifts. The findings and theoretical explanation lend strong support to the understanding that sociological influences and cultural orientation moderate migrants’ experiences. We also present an argument for refining Durkheim’s anomie theory to incorporate strains of social, cultural and behavioural consequences concerning migrants’ work and life experiences across cultures. 相似文献
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Krista M. Malott Stacey Havlik Lyda Holguín Palacios Colleen Contrisciane Lewis 《Multicultural Perspectives》2014,16(3):133-140
The purpose of this study was to examine the experiences of White counseling students who facilitated a group intervention with Latino adolescents. A phenomenological approach revealed several challenges experienced by the counselors in working across race and culture. Two major themes that emerged from the analysis included counselors’ lack of cultural knowledge and the presence of White racial bias. These experiences engendered the counselors’ self-doubt regarding their abilities to work effectively across culture. Suggestions for training and supporting future professionals in work across race and ethnicity are included, with examples of supervisory responses to learner’s biased statements. 相似文献
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AnnMarie Alberton Gunn 《Multicultural Perspectives》2016,18(4):214-220
This case study research investigated preservice and in-service teachers’ (N = 23) experiences and understandings as they participated in a multicultural children and young adults’ literature course that incorporates visits to a Holocaust museum. A graduate level course was redesigned within a framework of social justice pedagogy by focusing on critical analysis of multicultural literature, teacher inquiry, as well as a civic engagement project. Findings from this study illuminated how this course design encouraged teachers to move beyond a focus on tolerance and acceptance, and toward a social justice orientation through critical exploration of issues such as racism, oppression, and the ways bias and privilege operate within their own lives, schools, and society. 相似文献