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'No more Turkish music!' the acculturation strategies of teachers and ethnic minority students in Flemish schools

Lore Van Praag (UGent) , Peter Stevens (UGent) and Mieke Van Houtte (UGent)
Author
Organization
Abstract
While considerable research has focused on the process and factors affecting acculturation, there is little research that investigates how members of minority and majority groups define acculturation in educational settings. Ethnographic research and qualitative interviews in three secondary schools in Flanders (Belgium) show that teachers and ethnic minority students have different ideas and expectancies regarding the concept ‘integration’, which appears to affect student–teacher relationship. Berry et al.’s [1989. “Acculturation Attitudes in Plural Societies.” Applied Psychology: An International Review 3 (2): 185-206. doi:10.1111/j.1464-0597.1989.tb01208.x.] acculturation orientations are used as a theoretical template to analyse teachers’ and ethnic minority students’ discourses about acculturation. Analyses reveal that students of immigrant descent perceive acculturation mainly in terms of the establishment of intergroup contact. In contrast, teachers find it harder to disconnect cultural maintenance from contact and participation. By suggesting some form of cultural adoption, teachers hope to socialise their ethnic minority students into the culture of the dominant ethnic group and prepare them for their future. These distinct interpretations of ‘integration’ in everyday life (which actually refers to acculturation) often leads to misunderstandings between ethnic minority students and their teachers, even to conflict, as many students feel that their cultural background is disparaged and not fully valued in school.
Keywords
MULTICULTURALISM, SEGMENTED ASSIMILATION, DIVERSITY, IDENTITY, 2ND-GENERATION, PERSPECTIVES, NETHERLANDS, INTEGRATION, IMMIGRANTS, ATTITUDES, Acculturation, secondary education, migration, student-teacher relationships, language proficiency

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Chicago
Van Praag, Lore, Peter Stevens, and Mieke Van Houtte. 2016. “‘No More Turkish Music!’ the Acculturation Strategies of Teachers and Ethnic Minority Students in Flemish Schools.” Journal of Ethnic and Migration Studies 42 (8): 1353–1370.
APA
Van Praag, L., Stevens, P., & Van Houtte, M. (2016). “No more Turkish music!” the acculturation strategies of teachers and ethnic minority students in Flemish schools. JOURNAL OF ETHNIC AND MIGRATION STUDIES, 42(8), 1353–1370.
Vancouver
1.
Van Praag L, Stevens P, Van Houtte M. “No more Turkish music!” the acculturation strategies of teachers and ethnic minority students in Flemish schools. JOURNAL OF ETHNIC AND MIGRATION STUDIES. 2016;42(8):1353–70.
MLA
Van Praag, Lore, Peter Stevens, and Mieke Van Houtte. “‘No More Turkish Music!’ the Acculturation Strategies of Teachers and Ethnic Minority Students in Flemish Schools.” JOURNAL OF ETHNIC AND MIGRATION STUDIES 42.8 (2016): 1353–1370. Print.
@article{7241183,
  abstract     = {While considerable research has focused on the process and factors affecting acculturation, there is little research that investigates how members of minority and majority groups define acculturation in educational settings. Ethnographic research and qualitative interviews in three secondary schools in Flanders (Belgium) show that teachers and ethnic minority students have different ideas and expectancies regarding the concept ‘integration’, which appears to affect student–teacher relationship. Berry et al.’s [1989. “Acculturation Attitudes in Plural Societies.” Applied Psychology: An International Review 3 (2): 185-206. doi:10.1111/j.1464-0597.1989.tb01208.x.] acculturation orientations are used as a theoretical template to analyse teachers’ and ethnic minority students’ discourses about acculturation. Analyses reveal that students of immigrant descent perceive acculturation mainly in terms of the establishment of intergroup contact. In contrast, teachers find it harder to disconnect cultural maintenance from contact and participation. By suggesting some form of cultural adoption, teachers hope to socialise their ethnic minority students into the culture of the dominant ethnic group and prepare them for their future. These distinct interpretations of ‘integration’ in everyday life (which actually refers to acculturation) often leads to misunderstandings between ethnic minority students and their teachers, even to conflict, as many students feel that their cultural background is disparaged and not fully valued in school.},
  author       = {Van Praag, Lore and Stevens, Peter and Van Houtte, Mieke},
  issn         = {1369-183X},
  journal      = {JOURNAL OF ETHNIC AND MIGRATION STUDIES},
  keywords     = {MULTICULTURALISM,SEGMENTED ASSIMILATION,DIVERSITY,IDENTITY,2ND-GENERATION,PERSPECTIVES,NETHERLANDS,INTEGRATION,IMMIGRANTS,ATTITUDES,Acculturation,secondary education,migration,student-teacher relationships,language proficiency},
  language     = {eng},
  number       = {8},
  pages        = {1353--1370},
  title        = {'No more Turkish music!' the acculturation strategies of teachers and ethnic minority students in Flemish schools},
  url          = {http://dx.doi.org/10.1080/1369183X.2015.1103171},
  volume       = {42},
  year         = {2016},
}

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