学校环境与新生学业坚持:教师与同伴的角色

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching and Learning Pub Date : 2022-04-27 DOI:10.22329/jtl.v16i1.6878
Reza Nakhaie, Howard Ramos, Fatima Fakih
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引用次数: 0

摘要

本文探讨了学校的社会背景(以教师支持和学生对多样性的开放性的看法来衡量)与移民和难民新学生的学术持久性之间的关系。本研究探讨初来乍到青少年的学业坚持是否随学校环境的支持性而改变。根据从加拿大一个中等城市的新学生中收集的数据,结果表明,当移民和难民青年感觉到他们的老师支持他们,当他们的同学接受多样性时,他们表现出更高的学业坚持。具体来说,新移民青年的教育成功取决于一个鼓励多元化和群体间关系的学校环境,以及支持、鼓励和信任学生的教师。本研究还表明,当新移民青年意识到他们的同学表现出文化谦逊或对多样性持开放态度,从而有兴趣更多地了解移民的原籍国,尊重他们,并与他们互动时,他们更有可能在学业上坚持下去。
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School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers
This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students’ openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents’ academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth’s educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants’ country of origin, respect them, and interact with them.    
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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