Acculturation, Perceived Discrimination and School Adjustment Among Forcibly Displaced Syrian Youths in Turkey
Journal of School and Educational Psychology,
Vol. 1 No. 1 (2021),
15 September 2021
School adjustment of forcibly displaced immigrants is one of most the important outcomes of sociocultural adaptation in the host society. This paper examines the predictive power of forcibly displaced Syrian youths’ acculturation pathways and perceived discrimination on school adjustment. The sample consisted of 281 forcibly displaced Syrian youths in Turkey and age ranged from 13 to 16 years (Mage = 14.49, SD = 1.11). The participants completed measures of the acculturation process, perceived discrimination, school adjustment, and demographic variables. The results indicated that demographic characteristics had no significant relationship with school adjustment of forcibly displaced Syrian youths. Integration acculturation came into prominence by having higher mean scores compared to other pathways where they are more prone to integrate into the host society. The results showed that there was a significant correlation between the acculturation process, perceived discrimination, and school adjustment of Syrian youths. Forcibly displaced Syrian youths who followed the marginalization acculturation pathway and experienced more perceived discrimination significantly contributed to the variance in explaining school adjustment over and above the demographic variables. The results showed that perceived discrimination impedes school adjustment while the integration acculturation pathway can buffer perceived discrimination and improve better school adjustment of forcibly displaced Syrian youths.
- perceived discrimination
- school adjustment
- Syrian youths
How to Cite
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