ABSTRACT The present study examined what impact various constellations of acculturation orientations of immigrant students and their teachers have on the students’ school adjustment. For this purpose, the study analysed the acculturation orientations of 1106 5th graders and their class teachers in Switzerland. Using multiple regression analysis, we found that immigrant students were more satisfied at school if their teachers had similar attitudes about cultural assimilation and cultural diversity and could, thus, be said to have congruent acculturation orientations. With respect to students’ academic self-concept, immigrant students with a minority orientation whose teachers value cultural diversity including the heritage culture of their students showed a lower academic self-concept despite matching acculturation orientations. We interpret this result as a dilemma of teachers between the endeavour to develop culturally sensitive attitudes and behaviours and the risk to create stereotype threat and its negative effects through addressing cultural differences. Furthermore, a mismatch between the students’ (bi-)national identification at school and the teacher’s perception of the student as an immigrant or a native-born student could be shown to have adverse effects on the academic self-concept in the group of students with older teachers (50+ years).

中文翻译：

---

移民学生和他们的老师——探索各种文化适应取向及其对学校调整的影响

摘要 本研究考察了移民学生及其教师的各种文化适应取向对学生学校适应的影响。为此，该研究分析了瑞士 1106 名五年级学生及其班级教师的文化适应取向。使用多元回归分析，我们发现如果他们的老师对文化同化和文化多样性的态度相似，并且可以说具有一致的文化适应取向，那么移民学生对学校的满意度更高。在学生的学业自我概念方面，教师重视文化多样性（包括学生的传统文化）的少数民族取向的移民学生尽管具有匹配的文化取向，但表现出较低的学业自我概念。我们将此结果解释为教师在努力培养文化敏感态度和行为与通过解决文化差异造成刻板印象威胁及其负面影响的风险之间的困境。此外，学生在学校的（双）民族认同与老师认为学生是移民或本地出生的学生之间的不匹配可能会对学生群体的学业自我概念产生不利影响与年长的教师（50 岁以上）。