Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı

Gülseli BAYSU, (Kadir Has Üniversitesi, İstanbul, Türkiye)
Karen PHALET (Belçika Leuven Universite, Belçika)
Türk Psikoloji Yazıları
4 2
Yıl: 2014 Cilt: 17 Sayı: 34 Sayfa Aralığı: 36 - 49 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı

Öz:
Avrupadaki okulların en büyük sorunlarından biri göçmenlerin yerlilere kıyasla okulda daha başarısız olmasıdır. Bu derleme makalesinin amacı İsveç, Belçika, Avusturya ve Almanyada büyük şehirlerde yaşayan yerli ve ikin- ci nesil Türk göçmenlere odaklanarak, okul başarıları arasındaki farkı betimlemek ve sosyal psikolojik bir bakış açısıyla açıklamaktır. Bulgular beş ana başlık altında toplanmıştır. (1) İlk olarak okul başarısını betimleme amacı doğrultusunda dört Avrupa ülkesinde de göçmen ve yerli öğrencilerin okul hayatları boyunca başarılarında gitgide artan bir fark bulunmuştur. Bu farkı açıklamak için, sosyal kimlik kuramına ve sosyal kimlik tehdit algısına yöne- lik araştırmalardan yararlanılmıştır. (2) Gruplar arası ilişkilere bakıldığında, arkadaşlıklar ve öğretmen desteği, göçmenlerin okulda kendini güvende ve kabul görmüş hissetmesine yol açarak okul başarısını artırmaktadır. Öte yandan, ayrımcılık okula adaptasyonu zorlaştırmaktadır. (3) Sosyal kimlik stratejileri okul başarısını ve adaptasyo- nunu belirlemektedir. Çiftkültürlü öğrenciler (hem Türk hem Belçikalı hissetmek) okulda ayrımcılığa veya olumsuz kalıpyargılara maruz kaldıklarında bundan daha fazla zarar görmekte, bu da okul başarılarını ve test performanslarını olumsuz etkilemektedir. (4) Segregasyon, gruplar arası arkadaşlıkları azaltıp ayrımcılık algısını artırarak, okul başa- rısı ve adaptasyonu üzerinde olumsuz bir etkiye yol açmaktadır. Ancak göçmenlerin çoğunluğu oluşturduğu okullar onları ayrımcılıktan korumaktadır. (5) Göçmenler, Almanya gibi hiyerarşik olarak yapılandırılmış eğitim sistemle- rinde (akademik ve meslek odaklı ortaöğretim gibi) daha başarısız olmaktadır. Sonuç olarak, bu derlemede sosyal psikolojik yaklaşımın, özellikle sosyal kimlik tehdit algısı ve gruplar arası ilişkilerin, göçmenlerin okul başarısını belirlemekte önemli bir rol oynadığı ifade edilmektedir.
Anahtar Kelime:

Konular: Sosyal Çalışma Sosyoloji Aile Çalışmaları Davranış Bilimleri

School Success of Second-Generation Turkish Immigrants in Europe

Öz:
One of the key challenges of today s multicultural schools is the educational gap between immigrant and native youth. By focusing on the Turkish second-generation and natives in Belgium, Sweden, Austria and Germany, this pa- per aims to describe and explain the educational gap between immigrants and natives with a social psychological ap- proach. (1) In describing the educational gap, longitudinal and comparative analyses in the four European countries indicated a widening gap between immigrant and native schools careers. Even Turkish second-generation students who started at the academic schools are less likely than similar natives to stay on and continue beyond secondary education. To explain this gap, this paper develops an explanatory approach from social identity theory and iden- tity threat research. (2) The quality of intergroup relations, specifically intergroup friendships and teacher support, enhances immigrant school success via reducing identity threat. In contrast, discrimination undermines immigrant school adjustment. (3) Social identity strategies play a key role so that a bicultural identity increases vulnerability to identity threat in schools, where bicultural students are least successful in the presence of discrimination and under situationally-induced stereotype threat. (4) Segregation undermines school success and adjustment via reducing intergroup friendship and increasing discrimination. However, highly-segregated schools, where immigrants are the numerical majority, protect them from discrimination. (5) In hierarchically-stratified school systems like Germany, immigrant students are less successful than in less stratified schools like Sweden. This review paper underlines the significance of an explanatory approach from social identity threat and intergroup relations for understanding im- migrant school success.
Anahtar Kelime:

Konular: Sosyal Çalışma Sosyoloji Aile Çalışmaları Davranış Bilimleri
Belge Türü: Makale Makale Türü: Derleme Erişim Türü: Erişime Açık
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APA BAYSU G, PHALET K (2014). Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı. , 36 - 49.
Chicago BAYSU Gülseli,PHALET Karen Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı. (2014): 36 - 49.
MLA BAYSU Gülseli,PHALET Karen Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı. , 2014, ss.36 - 49.
AMA BAYSU G,PHALET K Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı. . 2014; 36 - 49.
Vancouver BAYSU G,PHALET K Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı. . 2014; 36 - 49.
IEEE BAYSU G,PHALET K "Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı." , ss.36 - 49, 2014.
ISNAD BAYSU, Gülseli - PHALET, Karen. "Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı". (2014), 36-49.
APA BAYSU G, PHALET K (2014). Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı. Türk Psikoloji Yazıları, 17(34), 36 - 49.
Chicago BAYSU Gülseli,PHALET Karen Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı. Türk Psikoloji Yazıları 17, no.34 (2014): 36 - 49.
MLA BAYSU Gülseli,PHALET Karen Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı. Türk Psikoloji Yazıları, vol.17, no.34, 2014, ss.36 - 49.
AMA BAYSU G,PHALET K Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı. Türk Psikoloji Yazıları. 2014; 17(34): 36 - 49.
Vancouver BAYSU G,PHALET K Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı. Türk Psikoloji Yazıları. 2014; 17(34): 36 - 49.
IEEE BAYSU G,PHALET K "Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı." Türk Psikoloji Yazıları, 17, ss.36 - 49, 2014.
ISNAD BAYSU, Gülseli - PHALET, Karen. "Avrupalı İkinci Nesil Türk Göçmenlerin Okul Başarısı". Türk Psikoloji Yazıları 17/34 (2014), 36-49.
Sayfa Oluşturulma Tarihi
22-04-2024 20:43

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