Turkish Student's Acculturation Preferences in UK and Correlation of These Preferences with Their Sense of Belonging to School

KILIÇOĞLU G., Acat M. B., Karadag E.

TURKISH JOURNAL OF SOCIOLOGY-SOSYOLOJI DERGISI, cilt.35, sa.1, ss.195-225, 2015 (ESCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 35 Sayı: 1
  • Basım Tarihi: 2015
  • Doi Numarası: 10.16917/sd.42011
  • Dergi Adı: TURKISH JOURNAL OF SOCIOLOGY-SOSYOLOJI DERGISI
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.195-225
  • Anahtar Kelimeler: England, Turkish students, acculturation, acculturation preferences, sense of belonging to school, IMMIGRANT ADOLESCENTS, ADAPTATION, ATTITUDES, MAJORITY, INTEGRATION, MEMBERSHIP, IDENTITY, GERMANY, YOUTH, MULTICULTURALISM
  • Akdeniz Üniversitesi Adresli: Hayır

Özet

This study aims to determine whether acculturation preferences of Turkish students in England show significant differences with respect to varibles of sex, age, birth of place, year in England, year in school and this preferences predict sense of belonging to school. Correlational research design is used in the study. Sample of the study consists of 275 Turkish students attending Key Stage 3, Key Stage 4 and Post-16 at 7 different schools in London where Turks live intensively. The participants of the study are chosen via cluster sampling technique. Students' first acculturation preference is found as integration, second preference as separation, third preference as marginalization and their last preference is found as assimilation. The integration preferences of students show significant differences regarding variables of sex, birth of place, year in school; separation preferences of students show significant differences according to age, birth of place, year in school and England; assimilation preferences of students show significant differences with respect to variables of birth of place. Moreover, it is found that Turkish students' integration preferences predict their sense of belonging to their school positively; while negatively predicting their feelings of rejection.