Re-entry and the Academic and Psychological Problems of the Second Generation

The purpose of this study was to compare the re-entering second generation of Turkish migrants and their "resident" peers in terms of academic and psychological adjust ment. Academic adjustment was defined as receiving passing grades on courses chosen for this study (social studies, scienc...

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Bibliographic Details
Published in:Psychology and developing societies 1990-09, Vol.2 (2), p.165-182
Main Author: SAHIN, NESRIN HISLI
Format: Article
Language:English
Subjects:
Academic Achievement
Adolescents
Cultural Conflict
High School Students
Psychological Distress
Return Migration
Secondary Schools
Turkey
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Summary:The purpose of this study was to compare the re-entering second generation of Turkish migrants and their "resident" peers in terms of academic and psychological adjust ment. Academic adjustment was defined as receiving passing grades on courses chosen for this study (social studies, science, maths, Turkish, foreign language). Psychological adjustment was defined as receiving scores within the range of one standard deviation above or below the mean on the Beck Depression Inventory and Spielberger State-Trait Anxiety Inventory—Trait Form. The subjects were 800 "returnee" students and 599 "resident" students. The chi square and t-test comparisons were inade in terms of several related variables like age, gender, type of school attended, living with/without the family, private academic support, year of return, returning with/without the family, length of time spent abroad, Turkish language courses taken abroad, and re-entry orientation courses attended upon return. In general, the returnee students showed less achievement compared to resident peers and they scored significantly higher on depression and anxiety measures. These results are discussed in the light of the culture shock and re-entry research .
ISSN:0971-3336
0973-0761
DOI:10.1177/097133369000200202