新来的多语言青少年的看法:高中归属感的预测因素和体验。

IF 1.7 4区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Kristen McInerney
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引用次数: 0

摘要

背景:在一所大型城市高中中,405名刚刚来到美国学校的移民青少年分享了他们的背景和观点,说明是哪些变量和社会文化因素促成了他们在新学校的归属感。本研究发生在 2019-2020 年,考察了仇外社会政治气候下的归属感:本研究探讨了哪些预测因素和经验(如果有的话)有助于提高一大批多语种新移民青年的归属感。本研究对文献进行了扩展,将大量语言和文化多元化的新移民青少年纳入研究范围,以检验性别、平均学分绩点(GPA)、年级、就业状况、人际关系和家庭因素对归属感影响的假设:在这项针对国际学院(IA)新入学学生的描述性、单一地点案例研究中,采用了半结构化在线访谈(N = 14)和问卷调查(N = 391)。以 Goodenow 的归属感定义和量表为基础,定量数据分析包括回归分析,以揭示三个人口归属感预测因素。定性数据分析通过对新来者的评论进行新兴编码,揭示了五个归属感促成因素:结果表明,女性的归属感得分较高,而小语种学生和付房租学生的归属感得分在统计上明显较低。此外,学校的五个社会文化因素也有助于提高归属感:支持网络、语言、参与机会、安全和认可:结论:本研究得出了改善中学结构、实践和氛围以培养新移民归属感的结论。这项研究直接从学生的角度为教育工作者提供了机会,通过同伴支持网络、中学后的准备工作以及语言、情感和身体安全,确保新移民感到被包容、被接纳和被重视。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Perceptions from Newcomer Multilingual Adolescents: Predictors and Experiences of Sense of Belonging in High School.

Perceptions from Newcomer Multilingual Adolescents: Predictors and Experiences of Sense of Belonging in High School.

Background: Recently arriving to US schools, 405 immigrant adolescents in a large, urban high school shared backgrounds and perspectives on what variables and sociocultural factors contributed to their sense of belonging in their new school. This study occurred in 2019-2020 and examined belonging during a xenophobic socio-political climate.

Objective: This study examines what predictors and experiences, if any, contributed to belonging for a large population of multilingual, newcomer youth. This research extends the body of literature to include a large, linguistically and culturally diverse, adolescent newcomer population to test hypotheses that gender, GPA, grade level, employment status, relationships, and family factors impact belonging.

Methods: In this descriptive, single-site case study of newcomers enrolled in an International Academy (IA), semi-structured online interviews (N = 14) and a survey (N = 391) were utilized. Anchored with Goodenow's belonging definition and scale, quantitative data analysis included regression analysis to reveal three demographic belonging predictors. Qualitative data analysis leveraged emergent coding of newcomer comments to surface five belonging contributing factors.

Results: Results indicated that females had higher sense of belonging scores, while students of smaller language groups and students paying rent had statistically significantly lower scores. Additionally, five sociocultural school factors emerged that contributed to belonging: support networks, language, participation opportunities, safety, and recognition.

Conclusion: Conclusions resulted for improving secondary school structures, practices, and climate to cultivate belonging for newcomers. Directly from students, this study presents educators with opportunities to ensure newcomers feel included, accepted, and valued through peer support networks, post-secondary preparation, and linguistic, emotional, and physical safety.

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来源期刊
Child & Youth Care Forum
Child & Youth Care Forum PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
3.60
自引率
5.60%
发文量
54
期刊介绍: Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.
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