In the last a few decades, from the time when the Netherlands experienced a high increase in the ethnic and cultural diversity over its population, both social and structural integration of the descendents of this more diverse population has become a central issue. Especially for the Dutch society which gives a high value to equality and meritocracy in the educational system and which considers education as a key factor for social mobility, it is of great importance that the second-generation migrants succeed in the educational system. However, due to their parents’ low socio-economic position in the current society and their different levels and types of economic, social, human and cultural capital, it is presumed that the school success of migrant descendents may be different than that of the native Dutch population (Van Oort et al., 2007).
Looking at the data on school success of the biggest ethnic minorities in the Netherlands (Turks, Moroccans, Surinamese and Antilleans), we observe that the Turkish migrants, who compose the biggest ethnic minority in the Netherlands, traditionally performed seriously low in school life (Eldering, 1997). Moreover, although they have significantly improved on most indicators of school achievement over the past ten years (Andriessen, 2006), since Dutch students have also increased their academic performances, the overall picture has not changed: Turkish migrant descendents still have an educational underachievement when compared to the native Dutch students (Andriessen&Phalet, 2002).
Given the fact that learning in school has an important impact on the future life, more comprehensive research is needed on the subject of educational achievement of the second-generation Turkish migrants, to gain insight into the dynamics behind their performance (Cropley, 1983). Henman (2002) mention the importance of factors related to migration and culture. Therefore, especially in cross-cultural psychology, the concept of “acculturation” which refers to the process of changes that migrants go through as a result of their socialization in the host society (Hermans, 1994) has been incorporated in the studies. This concept implies the idea that migrants’ contact with the host population leads to changes in their language use, cultural values and behaviors over time and thus, influences their experiences in the host society. Hence, acculturation has been examined to control for a wide range of social and cultural experiences of migrants (Berry, 2003). Acculturation is elaborated in depth by Berry who has taken into account the cultural maintenance and adaptation simultaneously to define acculturation orientations. This perspective makes it possible to investigate the preferences and intentions of migrants in adapting to the host culture and/or maintaining the home culture. In my project for the last course of the semester I will make use of this approach and hopefully contribute to the study field on educational achievement of migrant children.
Looking at the data on school success of the biggest ethnic minorities in the Netherlands (Turks, Moroccans, Surinamese and Antilleans), we observe that the Turkish migrants, who compose the biggest ethnic minority in the Netherlands, traditionally performed seriously low in school life (Eldering, 1997). Moreover, although they have significantly improved on most indicators of school achievement over the past ten years (Andriessen, 2006), since Dutch students have also increased their academic performances, the overall picture has not changed: Turkish migrant descendents still have an educational underachievement when compared to the native Dutch students (Andriessen&Phalet, 2002).
Given the fact that learning in school has an important impact on the future life, more comprehensive research is needed on the subject of educational achievement of the second-generation Turkish migrants, to gain insight into the dynamics behind their performance (Cropley, 1983). Henman (2002) mention the importance of factors related to migration and culture. Therefore, especially in cross-cultural psychology, the concept of “acculturation” which refers to the process of changes that migrants go through as a result of their socialization in the host society (Hermans, 1994) has been incorporated in the studies. This concept implies the idea that migrants’ contact with the host population leads to changes in their language use, cultural values and behaviors over time and thus, influences their experiences in the host society. Hence, acculturation has been examined to control for a wide range of social and cultural experiences of migrants (Berry, 2003). Acculturation is elaborated in depth by Berry who has taken into account the cultural maintenance and adaptation simultaneously to define acculturation orientations. This perspective makes it possible to investigate the preferences and intentions of migrants in adapting to the host culture and/or maintaining the home culture. In my project for the last course of the semester I will make use of this approach and hopefully contribute to the study field on educational achievement of migrant children.
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