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CHILDREN OF MIGRANT AND REFUGEE BACKGROUND:
PROMISING DIRECTIONS FOR RESEARCH
Linda Juang, University of Potsdam
June 15, 2018
ORD conference
MIGRATION IS A KEY ASPECT OF DIVERSITY IN SCHOOLS
Over 244 million global migrants (United Nations, 2016)
50% of forced migrants are under age 18 (UNHRC, 2016)
MIGRATION IS A KEY ASPECT OF DIVERSITY IN SCHOOLS
Over 244 million global migrants (United Nations, 2016)
50% of forced migrants are under age 18 (UNHRC, 2016)
In Germany, 31% of school-aged children are of migrant background (Statistisches Bundesamt Mikrozensus, 2014)
In Berlin, 46% of school-aged children are of migrant background (Statistisches Bundesamt Mikrozensus, 2014)
“We have seen the
aftermath of enough civil
wars to know this about
refugees; providing food
and shelter is not enough.
The best way to deal with
the refugee crisis in Syria
is to break that cycle by
educating the children
and providing care for
those traumatized by the
violence.”
(Sirin & Rogers-Sirin, 2013, p. 15)
Deficit Perspective
Lack language skills
Lack cultural knowledge
Lack similar values
Lack stable living situation
Socially excluded
Traumatized
Deficit Perspective
Lack language skills
Lack cultural knowledge
Lack similar values
Lack stable living situation
Socially excluded
Traumatized
Competence Perspective
Becoming bilingual
Acquiring intercultural competence
Motivation for adaptation in school and community
Developing interethnic friendships
Agency in creating a better life situation
Resilient
(Birman, 2005; Garcia-Coll et al., 1996;
Nibbs, 2013; Motti-Stefanidi & Masten,
2013; Suarez-Orozco et al., 2018;
Titzmann, 2014)
Provide safe, stable, and supportive environments post-migration (Fazel et al., 2012; Kia-Keating & Ellis, 2007)
Focus on relationships to people and places (Juang et al.,
2018; Lewicka, 2011)
School is one very important space (Tyrer & Fazel, 2014;
Suárez-Orozco et al., 2009; Schachner et al., 2018; Tran & Birman, 2015)
WHAT WE KNOW...
NEED TO ADDRESS MULTIPLE LEVELS
Youth Interventions (Brief Self Affirmation Writing and Identity Project)
Teacher Interventions (Healing Classrooms by the International Rescue Committee, Review of pre-service teacher training for cultural diversity beliefs)
Changing Institutions (Refugee Teacher Program, University of Potsdam)
Cohen, G., Garcia, J., Apfel, N. & Master, A. (2006). Science, 313, 1307-1310
BRIEF SELF-AFFIRMATION WRITING INTERVENTION
Please read the following list of values below and think about each one. Then circle the two or three values that are the MOST important to you. There are no right or wrong answers.
Artistic ability
Creativity
Relationships with friends or family
Politics
Independence
Athletic ability
Music
Spiritual or religious values
Sense of humor
Making decisions for yourself
Being respected by others
Being loyal to your friends
Look at the values you picked as MOST important. Think about times when these values were to important to you.
Below, describe why these values are important to you. Focus on your thoughts and feelings, and don’t worry about spelling, grammar, or how well written it is.
2 variations: Structured, Open-ended
African American students in the intervention group vs. control group showed better academic performance (less disparity to European American students) later in the year.
Affirmation effects led to positive outcomes:
Cohen et al., (2006), African American 7th graders
Cook et al. (2012), African American 7th graders
Bowen et al. (2013), African American, 6th – 8th graders
Sherman et al. (2013), Latino American 7th graders
Borman et al. (2016), ethnic minority 7th graders
Müller & Lokhande (2017), ethnic minority 7th graders in Germany
No effect:
Dee (2015), African American, Latino 7th and 8th graders
Protzko & Aronson (2016), ethnic minority 9th graders
de Jong et al. (2016), Immigrant 4th -6th and 7th graders in Netherlands
Acculturative
Stress
Relatedness
Autonomy
Competence
Academic and
socioemotional
adjustment
Figure 1. Pathways by which acculturative stress affects academic and socioemotional
adjustment. The writing intervention can boost self determination which can (1) directly
promote positive adjustment and (2) break the link between stress and adjustment.
Brief Writing
Intervention
-
+
- +
N = 691 7TH GRADERS IN BERLIN
15 secondary schools
49% female
86% second or later generation
19% Turkish heritage German
15% Arab heritage German
15% Eastern European heritage German
14% Other migration background German
34% No migration background German
Timeline
Time 1
Initial
survey
Time 4
Follow-up
survey
Time 5
Follow-up
survey
Time 2
Structured
affirmation
and control
group tasks
Time 3
Open-ended
affirmation
and control
group tasks
Time 6
Affirmation tasks
to all students
September October March
2017 2018
June February March
2019
GIRL, TURKISH HERITAGE
Value: Frieden
Im Leben ist mir Frieden sehr wichtig. demn wenn es kein Frieden geben würde, dann würde es immer krieg geben und niemand würde glücklich sein. Damit es auf dieser Erde Frieden gibt und bleibt würde ich alles mögliche machen zumindest soviel ich helfen kann.
GIRL, FINNISH-THAI-GERMAN HERITAGE
Value: Freedom
I believe that freedom for all is one of the most important things possible and it involves everyone: it involves the people that fight for freedom, it involves the people like me, who aren't strong enough to fight, so they hope, they hope for the people, who are strong enough to fight. Freedom is society and society is hope. Everyday that I go to school, I take a minute to be thankful that I live in a country, where freedom exists and I wish that I had more freedom, just as everyone else who doesn't have it wish they did...
GIRL, GERMAN HERITAGE
Value: Umwelt
Jedes mal wenn ich in den Park gehe, sehe ich Leute die einfach so Müll auf den Boden schmeißen oder Tiere die Müll essen. Bei mir im Park gibt es einen Teich. Wenn der zugefroren ist kann man manchmal auf ihm Schlittschuhlaufen. Aber in den letzten jahren wurde immer und immer mehr Müll hinein geworfen und er friert kaum noch ganz zu. Früher haben die in dem Teich auch Fische, Frösche und Enten gelebt aber die habe ich schon lange nicht mehr gesehen. Ich war neulich in einem Wald wandern und ich war erschreckt wie viel Müll überall rumlag. Wenn ich Müll habe und ich keinen Mülleimer sehe, stecke ich ihn mir einfach in die Tasche bis ich einen finde. So schwer ist es nicht sich um die Umwelt zu kümmern. Wir müssen nur etwas dagegen tun und alle mithelfen.
BOY, TURKISH HERITAGE
Bu hayata benim için en önemli şeyler Aile, Arkadaş, Sevdin.
Aile: Ailem seni büyüten ve sana bakandır. Aile senin herşeyindir. İstediğiniyapan ve sein üzmeyen. Ne kadar çirkin olursan ol onların gözündedünyanın en yakişikli/güzel insanısın. Ailenizi sevin çünkü onlar kalıcı değil. Onların dediklerini yapınız onları dinleyiniz çünkü kimse sizi onlar kadarsevmeyecek.
Arkadaş: Şu dünyada gerçek arkadaşın yok yani demek istedim şey buhayatta sadece ve sadece 1 arkadaşın olcak canından çok sevdiğin. Onlaölüme bile gideceğin birisi olmalı onla gülüp eğlenmelisin onla ağlayıponla herşey başarmalısın.
Sevdin (sevdiğin): ahh be sevdin birisi olunca kör oluyorsun ondan başkakimsey süşünmüyorsun, kalbin ona aittir, ona güvenip seviyon. Hiç çoksevmeyin, güvenmeyin gün gelecek sizi yalnız bırakıp siktir olup giderler.
HERITAGE IDENTITY
“One’s sense of belonging to an ethnic group and the part of one’s thinking, perception, and feelings that is due to ethnic group membership.”
(Phinney, 1990)
STRONGER HERITAGE IDENTITY ISRELATED TO…
Higher academic achievement, academic motivation, self esteem, life satisfaction, social competence, positive mood
Lower loneliness, depressive symptoms
Protects against ethnic discrimination (sometimes)
(Rivas Drake et al., 2014; Verkuyten &Thijs, 2006; Verkuyten, 2008)
IDENTITY PROJECT8 WEEKS
1. Unpacking identity
2. Group differences: Within and between
3. Stories of our past
4. Symbols, traditions, and rites of passage
5. My family history
6. Photo journals and storyboards
7. Cultural identity as a journey
8. Presentation day: Grand Finale
(Umaña-Taylor & Douglass, 2017)
DOES THE IDENTITY PROJECT PROMOTEMORE POSITIVE DEVELOPMENT?
(Umaña-Taylor, Kornienko, Douglass, & Updegraff, 2017)
IDENTITY PROJECT BERLIN
Four 7th grade classrooms in Berlin secondary school
85% students with migrant background
Randomize into 2 Identity Project vs. 2 Control classes
We will lead sessions, teachers will assist
Follow classes for one academic year
Will also include measures of classroom climate
Currently translating and adapting the program
INNOVATIVE PROGRAM FOR REFUGEE TEACHERS
In Germany, there will be a shortage of 35,000 primary school teachers by 2025.
(Bertelsmann Foundation, 2018)
TEACHER AND STUDENT BACKGROUNDS ARE DIFFERENT
6% of the elementary and secondary school teachers in
Germany have migration background
(European Commission, Education and Training, 2016)
31% of school-aged children in Germany have
migration background
(Statistisches Bundesamt Mikrozensus, 2014)
NETHERLANDS
4-6% of teachers have a “culturally diverse
background” at primary, lower secondary, and upper secondary level
11% of 15 year old students have a migrant background
Berg, D. van den, Dijk, M. van & Grootscholte, M. (2011). Diversity Monitor 2011 – Facts and figures concerning diversity in primary, secondary, vocational and teacher education. The Hague: Education Sector Employment.
REFUGEE TEACHER PROGRAM
Began in 2016
Goals
Give refugee teachers opportunity for work in Germany.
Enrich German university system with culturally and linguistically diverse teacher students.
Promote intercultural learning and internationalization at home.
FEW TEACHERS OF MIGRANT BACKGROUND
Students with migrant/minority backgrounds are more likely to drop out of initial teacher education.
Ethnic minority educators in elementary and secondary school leave their schools and academic departments at higher rates than ethnic majority educators
(European Commission, Education and Training, 2016)
BARRIERS TO STAYING IN TEACHING PROFESSION
“…burn-out due to working in less well-resourced schools, relative marginalization/isolation as the ‘minority staff member’ within the teaching workforce, a lack of desire to play the role of the intercultural ambassador, risk of discrimination in the workplace, and a lack of career progression” (European Commission Report, 2016, pg. 10).
TEACHERS OF MIGRANT BACKGROUND
What are everyday experiences of teachers of migrant background in the classroom?
What are challenges?
What are protective factors that address barriers to staying in the profession?
What promotes a sense of belonging to school?
Call for Papers
Special Section in the International Journal of Psychologyon “Cultural Diversity, Migration, and Education”
Deadline for Letters of Intent is August 15, 2018
Guest Editors are Linda Juang and Maja Schachner
For more information:
https://onlinelibrary.wiley.com/page/journal/1464066x/homepage/call_for_papers.htm