School adjustment of ethnic minority youth: A qualitative and quantitative research synthesis of family-related risk and resource factors

Makarova, E., Döring, A.K., Auer, P., t'Gilde, J. and Birman, D. 2021. School adjustment of ethnic minority youth: A qualitative and quantitative research synthesis of family-related risk and resource factors. Educational Review. Advanced online publication. https://doi.org/10.1080/00131911.2021.1905610

TitleSchool adjustment of ethnic minority youth: A qualitative and quantitative research synthesis of family-related risk and resource factors
TypeJournal article
AuthorsMakarova, E., Döring, A.K., Auer, P., t'Gilde, J. and Birman, D.
Abstract

In today’s multicultural societies, the question of how school adjustment (adapting to the role of being a student) can be promoted for students from ethnic minority backgrounds is of high importance. The ecological approach to acculturation research proposes minority students’ school adjustment is shaped by the surrounding context, and it suggests that the microsystem family plays an important role. Specifically, parents’ acculturation, practices, attitudes, and background have been identified as key factors. While there exist systematic reviews of the impact of parental factors more broadly, some of which researched ethnic minorities, a comprehensive literature review of family-related factors that affect ethnic minority youth’s school adjustment is missing. The present study provides a synthesis of qualitative and quantitative empirical research of interest, including 60 qualitative and 46 quantitative studies. Its content analysis portrays in what ways parental acculturation, practices, attitudes and background can support or hamper school adjustment among ethnic minority youth. A subsequent meta-analysis quantifies the strength of the impact of these parental variables on the school adjustment of their children. Our findings show that parental practices have the most crucial impact on the psychological well-being, academic self-esteem and aspirations, behaviour and achievement outcomes of minority youth.

JournalEducational Review
ISSN0013-1911
1465-3397
Year2021
PublisherTaylor & Francis
Publisher's version
License
CC BY-NC-ND 4.0
File Access Level
Open (open metadata and files)
Digital Object Identifier (DOI)https://doi.org/10.1080/00131911.2021.1905610
Publication dates
Published online15 Apr 2021

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