CHILDREN OF MIGRANT AND REFUGEE BACKGROUND: PROMISING DIRECTIONS FOR RESEARCH - Linda Juang, University of Potsdam June 15, 2018 ORD conference ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
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)
Image: UNHCR
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)
WHAT IS OUR VIEW OF MIGRANT AND REFUGEE YOUTH?
Deficit Perspective Lack language skills Lack cultural knowledge Lack similar values Lack stable living situation Socially excluded Traumatized
Deficit Perspective Competence Perspective
Lack language skills Becoming bilingual
Lack cultural knowledge Acquiring intercultural competence
Lack similar values Motivation for adaptation in
school and community
Lack stable living situation
Developing interethnic friendships
Socially excluded
Agency in creating a better life
Traumatized situation
Resilient
(Birman, 2005; Garcia-Coll et al., 1996;
Nibbs, 2013; Motti-Stefanidi & Masten,
2013; Suarez-Orozco et al., 2018;
Titzmann, 2014)
WHAT WE KNOW... 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)
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)
Self affirmation writing
YOUTH INTERVENTIONS intervention
Identity ProjectBRIEF SELF-AFFIRMATION WRITING INTERVENTION Cohen, G., Garcia, J., Apfel, N. & Master, A. (2006). Science, 313, 1307-1310
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 friendsLook 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 - Academic and
socioemotional
Stress
adjustment
- Relatedness +
Autonomy
Competence
+
Brief Writing
Intervention
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.Control Affirmation condition Cultural affirmation condition
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
2017 2018 2019
September October March June February March
Time 1 Time 4 Time 5 Time 6
Initial Follow-up Follow-up Affirmation tasks
survey survey survey to all students
Time 2 Time 3
Structured Open-ended
affirmation affirmation
and control and control
group tasks group tasksGIRL, 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. İstediğini yapan ve sein üzmeyen. Ne kadar çirkin olursan ol onların gözünde dünyanın en yakişikli/güzel insanısın. Ailenizi sevin çünkü onlar kalıcı değil. Onların dediklerini yapınız onları dinleyiniz çünkü kimse sizi onlar kadar sevmeyecek. Arkadaş: Şu dünyada gerçek arkadaşın yok yani demek istedim şey bu hayatta sadece ve sadece 1 arkadaşın olcak canından çok sevdiğin. Onla ölüme bile gideceğin birisi olmalı onla gülüp eğlenmelisin onla ağlayıp onla herşey başarmalısın. Sevdin (sevdiğin): ahh be sevdin birisi olunca kör oluyorsun ondan başka kimsey süşünmüyorsun, kalbin ona aittir, ona güvenip seviyon. Hiç çok sevmeyin, güvenmeyin gün gelecek sizi yalnız bırakıp siktir olup giderler.
IDENTITY PROJECT
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 IS RELATED 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 PROJECT
8 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)WHAT IS IN YOUR IDENTITY
BACKPACK?DOES THE IDENTITY PROJECT PROMOTE MORE 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
CHANGE INSTITUTIONS
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.
University of Potsdam Prof. Miriam Vock, Founder
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?
https:// www.cdme-potsdam.de/
https://www.cdme-potsdam.de/KEYNOTES
Natasha Warikoo
Karen Phalet
James Banks
Hiro Yoshikawa
Dina BirmanCall for Papers Special Section in the International Journal of Psychology on “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
Dank je!
You can also read
