School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers

Autor/inn/en	Nakhaie, Reza; Ramos, Howard; Fakih, Fatimah
Titel	School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers
Quelle	In: Journal of Teaching and Learning, 16 (2022) 1, S.64-84 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-1154
Schlagwörter	Educational Environment; Diversity; Academic Persistence; Immigrants; Refugees; Cultural Differences; Interpersonal Relationship; Foreign Countries; Teacher Role; Peer Relationship; Students; Late Adolescents; Canada + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Immigrant; Immigrantin; Immigranten; Flüchtling; Kultureller Unterschied; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Lehrerrolle; Peer-Beziehungen; Student; Schüler; Schülerin; Studentin; Halbstarker; Kanada
Abstract	This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students' openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents' academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth's educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants' country of origin, respect them, and interact with them. [This paper was presented at the Canadian Sociological Association Conference, May 2021.] (As Provided).
Anmerkungen	Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01