Predictors of school adjustment in high school students of immigrant origin in Western Catalonia

ABSTRACT

This study explores factors influencing school adjustment in immigrant students in Catalonia, Spain. Low school adjustment levels can lead to failure or dropout, particularly among immigrant students. The research analyzes acculturation strategies, intergroup contact, perceived discrimination, and origin's impact on school adjustment. Students from African, Latin American, and European backgrounds completed a questionnaire, revealing four acculturation strategies: marginalization, assimilation to Catalan culture, integration, and assimilation to Catalan and Spanish cultures. A k-means cluster analysis identified these patterns. Linear regression highlighted intergroup contact, integration vs. marginalization, and integration vs. assimilation to Catalan culture as significant predictors. Higher intergroup contact scores correlated with improved school adjustment, while adopting integration or assimilation to Catalan culture predicted better adjustment compared to marginalization. Understanding and addressing these factors is vital for enhancing immigrant students' educational experiences and reducing the risk of academic challenges.

KEYWORDS:

• School adjustment
• intergroup contact
• discrimination
• origin
• acculturation strategies
• immigrant students

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Notes

1. The particular history as well as socio economic and political aspects that have shaped Catalan’s society in the last decades has led to a differentiated understanding of Spanish culture and Catalan culture. In first place, language as the carrier of culture is one of the main differences between both cultures, being Catalan an identity marker for Catalan culture (McAndrew, 2013). Moreover, studies which approach either attitudes, identity, or acculturation process within this region, has clearly make the distinction between both cultures, acknowledging specific and distinctive characteristics to each culture (author/s, 2010, author/s, 2022).

2. The Catalan educational system aims to exemplify a truly intercultural approach by following the guidelines of the Council of Europe for Intercultural Cities and embracing plurilingualism as per the Common European Framework of Reference for Languages. Moreover, the system’s core standards focus on equality, diversity, and identity, aiming to foster coexistence and integration of all social and cultural groups inclusively. With these standards, the Catalan educational system seeks to contribute to the construction of multiple identities, promoting consciousness of equality, respect for diversity, and a culture of dialogue and coexistence. Ultimately, the system ensures equality in rights, opportunities, and responsibilities while encouraging the use of the Catalan language in a plurilingual context (Generalitat de Catalunya, 2021).

3. According to the Spanish educational system and classification, it refers to what is known as the third and fourth year of Mandatory High School Education (Tercero y cuarto de Educación Superior Obligatoria).

4. As previously stated, historical, socio, economic, and political conditions have shaped and created a differentiated understanding of Catalan and Spanish culture. Thus, the need to differentiate two types of assimilation.

Additional information

Funding

This work was supported by the Agència de Gestió d'Ajuts Universitaris i de Recerca [2017 SGR 322]; AGAUR [2017 SGR 322]; Universitat de Lleida; Universitat de Lleida under Grant [scholarship resolution number 247/2018 of the Government Council October 30th, 2018].

Notes on contributors

Ursula Hinostroza Castillo

Ursula Hinostroza Castillo is a full-time education researcher at the UNICEF Office of Research – Innocenti working on the Inclusive Education domain by supporting the Learning is for Everyone (LiFE) project and the Accessible Digital Textbooks for All (ADT) initiative. Her extensive research experience spans diverse projects in Colombia and Spain, covering inclusive education, acculturation and migration studies.

Cecilio Lapresta-Rey

Cecilio Lapresta-Rey is Full Professor of Sociology at the University of Lleida. His lines of research focuses on the analysis of identity constructions and the role that languages play in them.

Cristina Petreñas

Cristina Petreñas is an associated professor at the Department of Psychology in the area of Development and Educational Psychology at the University of Lleida. Her work is concentrated on inclusive education, the educational support in multilingual and multicultural educational contexts, and educational inclusive support at higher education.

Junit Janés

Judit Janes is full time professor on the department of psychology in the University of Lleida (2006). She was also Vice-Dean in the same department (2010).