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.

摘要

在当今的多元文化社会中，如何促进少数民族背景的学生适应学校（适应学生的角色）是一个非常重要的问题。文化涵化研究的生态学方法提出少数民族学生的学校适应受周围环境的影响，并表明微系统家庭发挥着重要作用。具体而言，父母的文化适应、实践、态度和背景已被确定为关键因素。虽然有更广泛的关于父母因素影响的系统评价，其中一些研究少数民族，但缺乏对影响少数民族青年学校适应的家庭相关因素的全面文献回顾。本研究综合了感兴趣的定性和定量实证研究，包括 60 项定性和 46 项定量研究。其内容分析描绘了父母的文化适应、做法、态度和背景在哪些方面可以支持或阻碍少数民族青年的学校适应。随后的荟萃分析量化了这些父母变量对其子女学校适应的影响强度。我们的研究结果表明，父母的做法对少数民族青年的心理健康、学业自尊和抱负、行为和成就成果具有最重要的影响。态度和背景可以支持或阻碍少数民族青年的学校适应。随后的荟萃分析量化了这些父母变量对其子女学校适应的影响强度。我们的研究结果表明，父母的做法对少数民族青年的心理健康、学业自尊和抱负、行为和成就成果具有最重要的影响。态度和背景可以支持或阻碍少数民族青年的学校适应。随后的荟萃分析量化了这些父母变量对其子女学校适应的影响强度。我们的研究结果表明，父母的做法对少数民族青年的心理健康、学业自尊和抱负、行为和成就成果具有最重要的影响。