Sense of belonging among refugee students in Costa Rican classrooms

IF 3.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Social Psychology of Education Pub Date : 2024-06-27 DOI:10.1007/s11218-024-09932-0

Karien van Korlaar, Koen Voorend

引用次数: 0

Abstract

This paper challenges the general claim that teachers are always central in the school success of refugee students (Engels et al., 2021; Ghasemi, 2021; Wubbels et al., 2006). A typological analysis based on the self-determination theory of Ryan and Deci (2017) was used to study how teacher-student interaction interplays with the sense of belonging and learning engagement of refugee students. In contrast to what studies from the Global North indicate, the analysis of the experiences of 15 refugee students in Costa Rican schools shows that teachers are less available and that refugee students may find alternative ways to succeed in school. Indeed, like other countries in the Global South, Costa Rica has seen a large influx of refugee students, and the educational system struggles in providing the appropriate support for the complex needs of these students. As such, teachers are not equipped to play a central role in the lives of refugee students. This study points out how important the role of peers is in successful engagement of refugee students in Costa Rican classrooms, more than those of teachers.

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哥斯达黎加课堂上难民学生的归属感

本文对 "教师始终是难民学生学业成功的核心 "这一普遍观点提出了质疑（Engels et al.，2021；Ghasemi，2021；Wubbels et al.，2006）。基于Ryan和Deci（2017）的自我决定理论的类型学分析被用来研究师生互动如何与难民学生的归属感和学习参与度相互作用。与 "全球北方 "的研究表明的情况不同，对哥斯达黎加学校 15 名难民学生的经历进行的分析表明，教师的可用性较低，难民学生可能会另辟蹊径，在学校取得成功。事实上，与全球南部的其他国家一样，哥斯达黎加也有大量难民学生涌入，教育系统难以为这些学生的复杂需求提供适当的支持。因此，教师没有能力在难民学生的生活中发挥核心作用。本研究指出，与教师相比，同伴在难民学生成功融入哥斯达黎加课堂方面的作用更为重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

5.40

自引率

3.40%

发文量

期刊介绍： The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.