Fight, Flight and Playing White: An Examination of Coping Strategies Adopted by Gypsy Traveller Adolescents in English Secondary Schools

Autor/in	Derrington, Chris
Titel	Fight, Flight and Playing White: An Examination of Coping Strategies Adopted by Gypsy Traveller Adolescents in English Secondary Schools
Quelle	In: International Journal of Educational Research, 46 (2007) 6, S.357-367 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2007.06.001
Schlagwörter	Secondary Schools; Social Support Groups; Coping; Social Isolation; Migrants; Foreign Countries; Minority Groups; Longitudinal Studies; Interviews; School Holding Power; Cultural Differences; Stress Variables; Biculturalism; Antisocial Behavior; Cognitive Restructuring; Acculturation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sekundarschule; Social support; Soziale Unterstützung; Bewältigung; Soziale Isolation; Migrantin; Ausland; Ethnische Minderheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Kultureller Unterschied; Bikulturalität; Akkulturation
Abstract	This paper draws on findings from a longitudinal study of Gypsy Traveller students attending English secondary schools. Analysis of over 400 interviews with 44 Gypsy Traveller students, their parents and teachers over a 5-year period identified several pull and push factors that impact on secondary school engagement and retention. Of these, cultural dissonance (a result of conflicting expectations between home and school) and social exclusion feature strongly. Students who relied on maladaptive coping strategies to deal with psychosocial stress associated with cultural dissonance and social exclusion tended to drop out of school early. These maladaptive strategies are referred to here as fight (physical and verbal retaliation and non-compliance), flight (self-imposed exclusion) and playing white (passing identity by concealing or denying one's heritage). Those who were retained in school to the age of 16 displayed more adaptive strategies such as cognitive re-framing, developing social support networks and adopting a bicultural identity. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10