Journal article

Teachers’ and parents’ involvement for a good school experience of native and immigrant children

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  • 2017
Published in:
  • Journal of Educational, Cultural and Psychological Studies. - 2017, no. 15, p. 73-94
English The increased and stable presence of immigrant children in preschools and in primary
schools in Italy in the last twenty years, makes more and more important the study of the
attitudes and behaviours in teachers, parents and children. As it is known, attitudes and
behaviours can strongly influence school experience (relationships and achievements) of
children from native as well as from immigrant families. Several international studies and
surveys showed that children from immigrant families are more likely to drop out from school much before getting a diploma or a professional qualification (Anisef et al., 2010;
Brunello & Rocco, 2012; De Witte et al., 2013). The reason for it can be found in their
socio-demographic conditions, their insufficient knowledge of the host country language
and the inadequacy of educational policies for immigrants. Furthermore, the co-existence
in the same school of immigrant children and autochthone children creating a constant
intercultural and interethnic contact puts forward the need to handle prejudice development,
in view of the social integration of the immigrant children. In this paper we present a
study exploring the relationship between personality, educational style and prejudice of parents
in native and in immigrant families regarding immigrant children’s social integration.
Results show important relations among these parents’ characteristics, together with differences
between native and immigrant families. These findings could provide a contribution
in implementing adequate intervention programmes supporting the school integration of
immigrant children.
Language
  • English
License
CC BY-NC-ND
Open access status
gold
Identifiers
Persistent URL
https://roar.hep-bejune.ch/hepbejune/documents/312171
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