School Adjustment of Ethnic Minority Youth: A Qualitative and Quantitative Research Synthesis of Family-Related Risk and Resource Factors

Autor/inn/en	Makarova, Elena; Döring, Anna K.; Auer, Petra; 't Gilde, Judith; Birman, Dina
Titel	School Adjustment of Ethnic Minority Youth: A Qualitative and Quantitative Research Synthesis of Family-Related Risk and Resource Factors
Quelle	In: Educational Review, 75 (2023) 2, S.324-347 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Makarova, Elena) ORCID (Döring, Anna K.) ORCID (Birman, Dina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.1905610
Schlagwörter	Minority Group Students; Student Adjustment; Acculturation; Family Influence; Parent Role; Immigrants; Parent Background; Ethnic Diversity; Parent Attitudes; Parent Child Relationship + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Akkulturation; Parental role; Elternrolle; Immigrant; Immigrantin; Immigranten; Elternhaus; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	In today's multicultural societies, the question of how school adjustment (adapting to the role of being a student) can be promoted for students from ethnic minority backgrounds is of high importance. The ecological approach to acculturation research proposes minority students' school adjustment is shaped by the surrounding context, and it suggests that the microsystem family plays an important role. Specifically, parents' acculturation, practices, attitudes, and background have been identified as key factors. While there exist systematic reviews of the impact of parental factors more broadly, some of which researched ethnic minorities, a comprehensive literature review of family-related factors that affect ethnic minority youth's school adjustment is missing. The present study provides a synthesis of qualitative and quantitative empirical research of interest, including 60 qualitative and 46 quantitative studies. Its content analysis portrays in what ways parental acculturation, practices, attitudes and background can support or hamper school adjustment among ethnic minority youth. A subsequent meta-analysis quantifies the strength of the impact of these parental variables on the school adjustment of their children. Our findings show that parental practices have the most crucial impact on the psychological well-being, academic self-esteem and aspirations, behaviour and achievement outcomes of minority youth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01