Literaturnachweis - Detailanzeige
| Autor/inn/en | Göbel, Kerstin; Preusche, Zuzanna M. |
|---|---|
| Titel | Emotional School Engagement among Minority Youth: The Relevance of Cultural Identity, Perceived Discrimination, and Perceived Support |
| Quelle | In: Intercultural Education, 30 (2019) 5, S.547-563 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1467-5986 |
| DOI | 10.1080/14675986.2019.1616263 |
| Schlagwörter | Minority Group Students; Learner Engagement; Cultural Influences; Ethnicity; Racial Discrimination; Achievement Gap; Student Adjustment; Emotional Response; Correlation; Parent Influence; Peer Influence; Teacher Influence; Cultural Capital; Social Support Groups; Foreign Countries; Early Adolescents; Germany |
| Abstract | Minority student school dropout represents a challenging issue for educational systems in many countries. Notwithstanding minority families' overall high academic aspirations, there is a stable achievement gap between majority and minority students. Minority students who are emotionally engaged with their school tend to be psychologically and socioculturally better adapted to their country of residence and, as a result, report higher academic success. Therefore, emotional school engagement represents a relevant factor for integration into the host society. The goal of this paper is to investigate the interrelation between ethnic and national identity, perceived discrimination, and perceived support from parents, peers, and teachers with emotional school engagement. Results indicate that cultural capital within the family, cultural self-identification, and perceived support from peers and teachers play an important role for students' emotional school engagement. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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