The process that ethnic minority youth undergoes while adjusting to mainstream culture is known as acculturation. Acculturation refers to changes in behaviour and attitudes through contact between individuals from different cultural backgrounds (e.g. Berry 2006). Acculturation is a multifaceted construct that distinguishes between acculturation orientations, acculturation outcomes, and conditions of acculturation (Arends-Tóth and Van De Vijver 2006). The ecological approach to acculturation research suggests that the relationship between acculturation and adjustment is shaped by the surrounding context (Castro and Murray 2010; Salo and Birman 2015). For ethnic minority children and youth, family and school are the two main contexts where acculturation unfolds. Thus, characteristics of the school and family context influence the process of acculturation and its outcomes (e.g. Makarova and Birman 2016; Suárez-Orozco et al. 2018). In the school context, acculturation outcomes can be measured in terms of students’ academic performance as well as their psychological and behavioural adjustment (Makarova and Birman 2015). Therefore, the school adjustment of ethnic minority students is a highly important outcome of the acculturation process (Berry et al. 2011). This special issue discusses the trajectories of minority students’ acculturation in terms of schooland family-related characteristics that are influential for youths’ school adjustment. It provides multifaceted insights into challenges that minority students, their parents and their teachers encounter during the acculturation process and illustrates the interplay between schooland familyrelated factors of minority youths’ school adjustment. With articles contributed by researchers from Germany, Hungary, Israel, the Netherlands, Russia, Switzerland and the USA, findings from empirical studies on the acculturation and school adjustment of minority students in a range of different countries are reported. Elena Makarova, Judith ‘t Gilde and Dina Birman examine teachers’ attitudes, behaviours, and expectations as well as their teaching practices as risk and resource factors in minority students’ school adjustment. This study provides

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少数民族学生的文化适应与学校调整：学校和家庭相关因素

少数民族青年适应主流文化的过程被称为文化适应。文化适应是指通过来自不同文化背景的个人之间的接触而改变行为和态度（例如 Berry 2006）。文化适应是一个多方面的结构，它区分文化适应方向、文化适应结果和文化适应条件（Arends-Tóth 和 Van De Vijver 2006）。文化适应研究的生态方法表明，文化适应和适应之间的关系受周围环境的影响（Castro 和 Murray 2010；Salo 和 Birman 2015）。对于少数民族儿童和青年来说，家庭和学校是文化适应展开的两个主要环境。因此，学校和家庭环境的特征会影响文化适应的过程及其结果（例如 Makarova 和 Birman 2016；Suárez-Orozco 等，2018）。在学校环境中，文化适应的结果可以根据学生的学业成绩以及他们的心理和行为调整来衡量（Makarova 和 Birman，2015 年）。因此，少数民族学生的学校调整是文化适应过程中非常重要的结果（Berry et al. 2011）。本期特刊从影响青少年学校适应的学校和家庭特征方面探讨了少数民族学生文化适应的轨迹。它提供了对少数族裔学生面临的挑战的多方面见解，他们的父母和老师在文化适应过程中相遇，说明了少数民族青年学校适应过程中学校和家庭相关因素之间的相互作用。来自德国、匈牙利、以色列、荷兰、俄罗斯、瑞士和美国的研究人员撰写的文章报告了对不同国家少数民族学生的文化适应和学校调整的实证研究结果。Elena Makarova、Judith 't Gilde 和 Dina Birman 研究了教师的态度、行为和期望以及他们的教学实践，作为少数民族学生学校调整的风险和资源因素。本研究提供 俄罗斯、瑞士和美国报告了对不同国家少数民族学生的文化适应和学校调整的实证研究结果。Elena Makarova、Judith 't Gilde 和 Dina Birman 研究了教师的态度、行为和期望以及他们的教学实践，作为少数民族学生学校调整的风险和资源因素。本研究提供 俄罗斯、瑞士和美国报告了对不同国家少数民族学生的文化适应和学校调整的实证研究结果。Elena Makarova、Judith 't Gilde 和 Dina Birman 研究了教师的态度、行为和期望以及他们的教学实践，作为少数民族学生学校调整的风险和资源因素。本研究提供