Acculturation and School Adjustment of Early-Adolescent Immigrant Boys and Girls in Germany: Conditions in School, Family, and Ethnic Group

Autor/inn/en	Schachner, Maja K.; Van de Vijver, Fons J. R.; Noack, Peter
Titel	Acculturation and School Adjustment of Early-Adolescent Immigrant Boys and Girls in Germany: Conditions in School, Family, and Ethnic Group
Quelle	In: Journal of Early Adolescence, 38 (2018) 3, S.352-384 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431616670991
Schlagwörter	Foreign Countries; Acculturation; Student Adjustment; Early Adolescents; Immigrants; Gender Differences; Secondary School Students; Inclusion; Social Integration; Grades (Scholastic); Well Being; Social Bias; Ethnic Groups; Social Discrimination; Behavior Problems; Hypothesis Testing; Educational Environment; Family Environment; Statistical Analysis; Structural Equation Models; Multivariate Analysis; Factor Analysis; Germany + Suchen Sie Ihr Suchwort? Ausland; Akkulturation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Immigrant; Immigrantin; Immigranten; Geschlechterkonflikt; Sekundarschüler; Inklusion; Soziale Integration; Notenspiegel; Well-being; Wellness; Wohlbefinden; Ethnie; Soziale Benachteiligung; Soziale Schließung; Hypothesenprüfung; Hypothesentest; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Statistische Analyse; Multivariate Analyse; Faktorenanalyse; Deutschland
Abstract	Navigating between cultures in addition to developmental changes and challenges in early adolescence can be difficult. We investigated school, family, and ethnic group as conditions for acculturation and school adjustment among early-adolescent boys and girls. Analyses were based on 860 mostly second- and third-generation immigrant students from 71 countries (50% male; M[subscript age] = 11.59 years), attending German secondary schools. Perceived support for inclusion and integration in school and family were associated with a stronger orientation toward both cultures (integration) and better adjustment (e.g., higher school marks, more well-being). Perceived cultural distance and ethnic discrimination were associated with a stronger ethnic and weaker mainstream orientation (separation), and lower adjustment. Boys perceived contextual conditions more negatively, had a weaker mainstream orientation, and showed more behavioral problems but did not differ from girls in the associations between contextual conditions and acculturation and adjustment. Implications for research, policy, and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01