Fitting in: How the intergroup context shapes minority acculturation and achievement

Karen Phalet, Gülseli Baysu

Research output: Contribution to journalArticle

Abstract

Children of immigrants are at risk of underachieving in school with long-lasting consequences for future life-chances. Our research contextualizes 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.
Original languageEnglish
JournalEuropean review of social psychology
Publication statusAccepted - 02 Jan 2020

Fingerprint

Acculturation
Individuality
Research Personnel
Research

Cite this

@article{6ae72e9cc6ba40a4a7abbe72b12271ef,
title = "Fitting in: How the intergroup context shapes minority acculturation and achievement",
abstract = "Children of immigrants are at risk of underachieving in school with long-lasting consequences for future life-chances. Our research contextualizes 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.",
author = "Karen Phalet and G{\"u}lseli Baysu",
year = "2020",
month = "1",
day = "2",
language = "English",
journal = "European review of social psychology",
issn = "1046-3283",
publisher = "Psychology Press Ltd",

}

TY - JOUR

T1 - Fitting in: How the intergroup context shapes minority acculturation and achievement

AU - Phalet, Karen

AU - Baysu, Gülseli

PY - 2020/1/2

Y1 - 2020/1/2

N2 - Children of immigrants are at risk of underachieving in school with long-lasting consequences for future life-chances. Our research contextualizes 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.

AB - Children of immigrants are at risk of underachieving in school with long-lasting consequences for future life-chances. Our research contextualizes 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.

M3 - Article

JO - European review of social psychology

JF - European review of social psychology

SN - 1046-3283

ER -