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1.
A multilevel modeling approach was employed to investigate the relationship between preschool rural migrant composition and the pre-academic and behavioral outcomes of young rural migrant children with different durations of residence in urban China. This study represents a unique contribution because (1) few studies have focused on young Chinese rural migrant children and examined the influence of preschool rural migrant composition on their academic skills and behaviors, (2) few researchers in China have used a continuous (i.e., percentage of rural migrants in school) as opposed to a binary (i.e., mixed school versus rural migrant school) indicator for school rural migrant composition, and (3) few investigations have distinguished groups of rural migrant children by the duration of urban residence (i.e., short-duration (SD) rural migrant children versus long-duration (LD) rural migrant children). Based on data of 1213 Chinese children (2.7–6.17 years of age) and their parents and teachers from 81 urban preschools in Beijing, we found that SD rural migrants (≦2.5 years) were rated significantly lower in oral language and numeracy skills and that LD rural migrants (>2.5 years) were rated as having significantly more behavioral problems than their urban counterparts after controlling for the children’s gender, age, family socioeconomic status (SES) and preschool SES. Cross-level interactions indicated that SD rural migrant children in preschools with proportionally more rural migrant peers fared better in terms of oral language skills, and LD rural migrant children had fewer behavioral problems when there were more rural migrant peers in their preschools, whereas urban children performed worse in terms of oral language skills and displayed more behavioral problems in preschools with a high rural migrant composition. These findings provide insights into improving the early development and adaptations of rural migrant children. 相似文献
2.
Rick Oser Ellen Beck Jose Luis Alvarado Valerie Ooka Pang 《Multicultural Perspectives》2014,16(1):26-34
A comprehensive school and community wellness plan was developed and implemented to transform Lemon Grove Academy for the Sciences and Humanities, an urban school, where student achievement and faculty satisfaction has soared. The school has become the center for the local neighborhood where culture, language, and equity are valued. The school's Comprehensive Wellness Plan includes student wellness, family wellness, staff/faculty wellness, and environmental wellness. 相似文献
3.
The empirical research has not provided definitive answers to questions about how to assess and report academic adjustment and whether or not it influences psychological and sociocultural adjustments. This study is a longitudinal investigation into the relationship between academic and psychological adjustment of international students from South Asian countries in a cross-cultural learning context who partied in Teaching Chinese to Speakers of Other Languages (TCSOL) teacher education programs in Chinese universities. Using Zun's Self-Rating Depression Scale and the self-developed Scale of Academic Adaptation, the first test in December 2017 (T1) and the second in December 2019 (T2) were conducted to measure depression, learning motivation, learning behavior, learning efficacy, academic achievement, and satisfaction of South Asian students. The paper discovered significant positive correlations between five variables, indicating an interaction between the five aspects showing how involved and effective overseas students were in learning in China and a cross-lagged relationship between depression and academic adjustment. This longitudinal empirical study of international students in China aimed to help expand the application of cross-cultural adjustment theory in different educational backgrounds, and provide diverse samples and methods different from the traditional western perspective. 相似文献
4.
A Culturally Responsive Alternative to “Drill and Kill” Literacy Strategies: Deep Roots,Civil Rights
Deborah S. Peterson 《Multicultural Perspectives》2014,16(4):234-239
This article describes two approaches to improving literacy in a high poverty, diverse urban high school. One curriculum program, “Striving Readers,” included a prescribed course of study for students reading below grade level along with schoolwide strategies. This approach did not improve targeted students’ reading scores or motivation to read. The alternative approach, “Deep Roots: Civil Rights,” was a culturally responsive curriculum that had a strong impact on the identified students’ academic development as well as their understanding of racism in this country. An examination of “Striving Readers” and “Deep Roots: Civil Rights” projects provides insight into the impact of the curriculum on student achievement and motivation. At a time when many schools are implementing the Common Core State Standards, this article is a reminder that a compelling, rigorous, culturally responsive curriculum best serves all our nation's schoolchildren. Projects such as “Deep Roots: Civil Rights” provide an effective alternative or complement to prescribed reading programs. 相似文献
5.
Teacher expectations for student behavior and academic performance have a lasting effect on student academic achievement—not only in the immediate school year, but also many years later. Yet, we know very little about how students interpret and understand teachers' expectations for them. This article expands the literature on teachers' expectations for students by drawing on student voice to examine how middle and high school students describe and experience the expectations that teachers have for them, and the implications of these expectations for developing positive student–teacher relationships. Findings indicate that traditionally minoritized and traditionally privileged youth harbor racialized and classed perceptions of teachers' expectations.
I feel like it's all around us too, like everything we hear kinda everything we learn about; it's kinda like minorities are oppressed. Like you learn about, a lot about, like, civil rights and all that; like you always kinda hear that, like, Blacks, minorities, all of them were kinda oppressed and that Whites were dominant at one point. So I mean it's not like it's the same; it's not completely different now, but maybe that concept is still with us. (Latina/o high school student) 相似文献
6.
Living with a cross-national roommate provides unique opportunities for college students to engage in cross-cultural learning and to form meaningful intercultural relationships. However, little is known about the challenges faced by college students in building a successful cross-national roommate relationship. Based on the similarity hypothesis, this study examined whether or not perceived dissimilarities in living habits or attitudes toward college life accounted for discrepancies between same- and cross-national roommate pairs’ closeness and satisfaction with their roommate relationships. Structural equation modelling with survey data from 479 students (66.4 % female; 13.6 % international students; 17 % with a cross-national roommate) living in on-campus residence halls in a large university in the US showed that college students experiencing cross-national roommate relationships perceived more dissimilarities in living habits and attitudes toward college life than those living with same-nationals, which in turn related to lower levels of roommate satisfaction and/or roommate closeness. However, when perceived dissimilarities along with other variables (including gender, roommate’s study participation status, and roommate assignment method) were controlled, they reported no less satisfaction and even higher levels of closeness than those living with same-national roommates. Findings suggest that the benefits of cross-national affiliations in college residence halls are more likely to occur if educators and staff can help students prepare for and manage perceptions of differences, especially in living habits. 相似文献
7.
This paper reports on the findings of a two-year ethnographic study of newly arrived Somali Bantu refugee students in a U.S. elementary school (K-6) in Chicago. These data paint a detailed picture of students’ behavioral and academic adjustment to school, and the drivers behind “behavioral incidents” (instances when children’s behavior presented a problem for school staff) and their academic engagement or disengagement. Bantu students required a degree of flexibility and accommodation from their teachers, whose attitudes toward acculturation could generally be characterized as “assimilationist” (requiring students to conform to U.S. culture and school rules) or “multicultural” (respecting and accepting the students expressing their heritage culture at the school). This study illustrates the difficulties faced by refugee students with limited or interrupted formal education (SLIFE) when adjusting to U.S. schools, and the pressures placed on teachers and other school staff. Strategies used by teachers in working with SLIFE are described. These findings also extend the literature on the academic engagement of immigrants to this group of SLIFE. In this study, SLIFE were disengaged not because of disinterest or resisting adult expectations at school but because they were unfamiliar with the culture of schooling and did not have the academic background necessary to complete school tasks. The study also illustrates the need to provide schools with adequate support to accommodate the needs of SLIFE. 相似文献
8.
In this study we aim at learning about adolescents’ future fears and wishes from different cultural origins with a view to finding implications for intervention in the furthering of their satisfaction and social integration in their acculturation process. The study sample comprised 938 secondary school students—64.4% Spanish, 19.7% South American and 12.8% African. Wishes and fears were evaluated by means of two open questions and the answers were categorized following traditional content analysis methodology. Results show that the adolescents wish for a satisfactory job, family and economic situation, and that they are concerned about aspects such as their own health and that of their family, the possibility of having a precarious job, isolation from their family of origin, and not forming a family. The findings also allow us to give differential profiles according to the cultural origin of the adolescents. 相似文献
9.
《Int J Intercult Relat》2004,28(3-4):201-219
The current study examines the influence of demographic factors, communication behavior, and cultural identity on the repatriation adjustment of 101 American sojourners returning from work assignments in 44 different countries. The results indicated that the demographic factors of age, marital status, length of sojourn, and attendance at debriefing had a significant relationship with repatriation adjustment. Levels of closeness in relationships and satisfaction with use of information and communication technology were also related to repatriation adjustment. In fact, several mediated forms of communication, such as email and the Internet, received as high or higher ratings than some types of face-to-face communication. Intercultural identity patterns (home favored, host favored, integrated, and disintegrated) were defined, and results on them demonstrated that integrated and home-favored patterns had the smoother repatriation adjustment, while disintegrated and host-favored patterns had more difficult repatriation experiences. 相似文献
10.
For adolescents new to the United States, the experience of war and acculturative stressors may play complex roles during early stages of adjustment to a new culture and country. The overall purpose of this study was to deepen understanding of the experiences of adolescents who are new to the United States, also called “newcomers”, through the examination of pre-migration war exposure and post-migration acculturative stressors as predictors of psychosocial adjustment and academic achievement. The study sample included newcomer immigrant and refugee youth (N = 184) with an average of 3.5 years in the United States. Triangulated data were collected from youth, teachers, and official school records. Results indicated that the participants who were exposed to war (N = 57) experienced more self-reported and teacher-reported anxiety, more self-reported conduct problems, and had lower academic achievement than participants who had not been exposed to war. Acculturative stressors also predicted more self-reported anxiety, conduct problems, and lower academic achievement, but only for those adolescents without war exposure, suggesting that exposure to traumatic events like war may change newcomer adolescents’ response to acculturative stressors. This may be related to the development of coping or growth that follows after trauma, which enable youth to navigate other life challenges. Understanding potential risk and resilience associated with war exposure among newly arrived students can assist clinicians, educators, and researchers in creating solutions to difficulties in psychosocial adjustment and academic performance. 相似文献
11.
The large-scale internal migration in China has provided an unparalleled scientific opportunity to study the conceptualization and measurement of adaptation processes among Chinese migrant youth. The present study aims to develop an acculturation instrument for Chinese children participating in the rural to urban migration. The newly developed acculturation scale was tested in a two-wave cross-sectional survey (N = 301 for phase 1 and N = 1773 for phase 2). The results suggested that the acculturation scale possessed adequate content and face validity as evaluated by expert panel and participants. Through exploratory factor analysis, the 20-item scale identified four theoretically supported factors: integration, assimilation, separation, and marginalization. The internal consistency of the four subscales was found to be adequate. The criterion-related validity estimates using the life satisfaction scale and depressive symptoms supported the use and continued development of the acculturation scale. 相似文献
12.
13.
As the number of refugee children and youth across the world continues to grow at an alarming rate, the needs of refugee populations require more and sustained attention. This qualitative study explores the specific academic and socio-emotional needs of refugee students in New York City (NYC), a city that has received refugees and asylum seekers from over 50 countries. Using qualitative research methods and drawing on the literature on refugee students’ school experiences and acculturation theory, in this article we ask how refugee students describe the key features of international high schools that foster students’ academic success, social and cultural integration, and academic well-being. Moreover, we examine how the notion of culture itself can interfere with these efforts. 相似文献
14.
《Journal of Intercultural Communication Research》2013,42(3):157-167
The purpose of this study was to examine the effects of family types and gender on children's socio-communicative style in Chinese culture. Three major findings were generated. First, family types affect children's socio-communicative style. Children from consensual and pluralistic family types tend to be more assertive and responsive than children from protective and laissez-faire family types in Chinese culture. Second, Chinese children are more responsive than assertive, and significant gender differences are found in responsiveness, but not in assertiveness. Chinese daughters are more responsive than sons, but they do not differ in assertiveness. Last, the Socio-Communicative Style Scale and the Revised Family Communication Pattern Instrument conform to the two-factor model with a Chinese sample. 相似文献
15.
Teachers and pupils in 28 integrated junior high schools in Israel were interviewed and observed to determine the kinds of social and emotional problems encountered in integrated schools. Though these schools are mandated to achieve both academic and social goals, academic aspects of schooling are inordinately stressed while the social goal is neglected. This strategy has major implications for teaching methods, curriculum, tracking, extra-curricular activities and staff morale. Furthermore, while bright, achieving disadvantaged pupils tend to gain socially and emotionally from this strategy, most disadvantaged children sustain significant losses in the social and emotional spheres and meaningful ethnic integration in the school is not achieved. It is recommended that the school invest greater resources in enhancing pupils' social and emotional development and that there be a dual emphasis in integrated schools on academic and personal development. Implementation of this recommendation requires retraining teachers to provide them with concrete skills in both areas that can be applied in the heterogeneous class. 相似文献
16.
This study focuses on age-related changes in moral and achievement judgments as they may be modified by sociocultural factors. In this study 1,485 male and female Iranian children/students of diverse social background and ranging in age from 4–18 served as subjects. Following a previously established procedure, subjects were asked to evaluate (reward/punish) the moral and achievement behavior of a story protagonist under conditions which varied systematically in terms of the protagonist's ability to perform a moral or achievement act, his/her good Intentions and the Outcome. A response surface analysis was employed in identifying the separate and interactive affects of social, cultural, and cognitive developmental factors. Age-related patterns were subject to important modifications by sociocultural variables, especially in the case of moral judgments. It is of special interest that in this still fairly traditional Islamic society, sex of subject appeared as a major modifying variable. 相似文献
17.
Eleftheria Morela Antonis Hatzigeorgiadis Olga Kouli Anne-Marie Elbe Xavier Sanchez 《Int J Intercult Relat》2013
The purpose of this study was to examine the role of sport participation in the social integration of adolescents with non-dominant ethnic and cultural backgrounds. In particular, this study investigated the relationship between team cohesion and ethnic–cultural identity. Participants were 83 young migrant athletes (mean age 15.60 years). Participants completed the Ethnic/Cultural Identity Salience Questionnaire and the Youth Sport Environment Questionnaire. Regression analyses showed that cohesion negatively predicted feelings of fringe and lack of interaction. Our findings suggest that sport participation, particularly in cohesive teams, can facilitate the development of adaptive identity toward the goal of social integration in migrant adolescents. 相似文献
18.
We examined the relationship between perceived group threats and citizens’ negative outgroup attitudes toward migrant workers using nationally representative survey data (N = 1219) collected from 13 cities across seven Chinese provinces. Additionally, we examined the relationship between intergroup contact and citizens’ negative outgroup attitudes toward migrant workers and assessed whether these relationships varied by cultural region and stereotypes. The results showed that perceived group threat was associated with citizens’ negative outgroup attitudes toward migrant workers. However, the strength of their relationships decreased significantly in southern cities. The results also showed that contact with migrant workers in general and in the workplace were negatively related to citizens’ negative outgroup attitudes toward them. However, it was noted that contact with migrant workers in general would be less effective when implemented in cities, where citizens hold more negative stereotypes toward migrant workers. The findings suggest that negative outgroup attitudes also exist in internal migration, especially in places with high individualism. Intergroup contact, especially contact in the workplace, is an effective strategy for enhancing group integration. 相似文献
19.
Four hundred and fifteen adolescents (134 German majority and 281 minority members) completed a questionnaire which measured attitudes towards acculturation, life satisfaction and intergroup relation variables. German majority members preferred integration followed by assimilation (according to Berry's taxonomy), while minority members had a clear preference for integration. Integration was more strongly associated with favourable intergroup relations and, in the case of minority members, life satisfaction, than the other acculturation orientations. Furthermore the study showed that discrepancies between own acculturation attitudes and perceived attitudes of the other group may influence life satisfaction and intergroup attitudes. Perceived acculturation preferences of the respondents’ parents were also examined. German majority adolescents perceived their parents’ attitudes as more favourable to exclusion than their own, and minority members perceived their parents’ attitudes as leaning more towards separation than their own. In the majority sample, these discrepancies were not related to any of the outcome variables, but in the minority sample they influenced life satisfaction, perceived quality of intergroup relations, and tolerance. 相似文献
20.
《Journal of Intercultural Communication Research》2013,42(1):44-63
This is an ethnographic study which investigates the practices of language maintenance and ethnic identity affiliation for immigrant/migrant Nepalese families with primary to middle school children in the United Kingdom. The study presents a comparative case study analysis of three Nepalese immigrant/migrant families. Participant observation, semi-structured interviews, and historical narrative interview were used. The study investigated prior exposure to home country, ethnic, cultural, and social literacy practices that occurred in various contexts during a nine-month period. This analysis revealed a phenomenon I termed peripheral ritualized practices. Exposure to peripheral ritualized practices over time creates positive changes in attitudes toward multilingualism and diversity. 相似文献