ABSTRACT

Children of immigrants are at risk of underachieving in school with long-lasting consequences for future life-chances. Our research contextualises the achievement gap by examining minority acculturation experiences in daily intergroup contact across different intergroup contexts. Acculturation researchers often find an adaptive advantage for minority youth with an integration-orientation (combining both cultures). But findings from Europe are inconclusive. Looking beyond individual differences in acculturation-orientations, this review shifts focus to the intergroup context of minority acculturation and achievement. We discuss longitudinal, multi-group, multi-level and experimental evidence of the up- and downsides of integration for minority inclusion and success in European societies. Our studies show that both (1) intergroup contact experiences and (2) intergroup ideologies affect achievement – either directly or through the interplay of (3) acculturation-norms, defined as shared views on acculturation in social groups, with individual acculturation-orientations. The findings suggest how schools can reduce achievement gaps through improving intergroup relations.

摘要

移民的孩子有在学校学习不足的风险，对以后的生活机会产生长期的影响。我们的研究通过考察跨群体背景下的日常群体间接触中的少数群体适应经验来解决成就差距。适应性研究人员通常会发现融合取向（结合两种文化）的少数民族青年具有适应优势。但是欧洲的发现尚无定论。除了在适应文化取向上的个体差异之外，本综述将重点转移到少数群体文化和成就的群体间背景上。我们讨论了纵向，多组，多层次和实验性证据，证明了少数族裔融入和在欧洲社会取得成功所带来的融合的利弊。我们的研究表明，（1）群体间的接触经历和（2）群体间的意识形态都直接或通过（3）适应规范（定义为对社会群体的共享看法以及个人适应取向的共同作用）的相互作用影响成就。研究结果表明，学校可以通过改善团体之间的关系来减少成就差距。