Texas High School (im)migrants Negotiating Acculturation: Measuring Bicultural Identity Integration in a New Cultural Context

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Supervision, Curriculum, and Instruction-Multiple Level

Date of Award

Spring 2022

Abstract

Various academic disciplines are interested in post-migration cultural adjustment, or ‘acculturation’ and how it may affect health and well-being. Although many studies have reported the relationship between acculturation and well-being, crucial inconsistencies remain. The purpose of this study was to explore the bicultural identity integration of emergent bilingual adolescents who were enrolled in a high school newcomer course designed to support the acculturation experience. A mixed methods study measured differences, if any, which exist between recent (im)migrants’ acculturation strategy, or sometimes referred to as orientation, mode or preference, and their actual behaviors after taking an acculturation course. This study will help to understand how support systems can serve the acculturation process of (im)migrant adolescent students. This study adds to the body of work needed to support the diverse needs of (im)migrant students as they transition into a new cultural context within a school setting. It is hoped that this research can advance the complex understanding of acculturation, and how to develop bicultural integration strategies to better equip students in adapting to a new cultural context and toward improved social interaction between different cultural groups. This study could have important implications for understanding the well-being of new-to-the-country (im)migrant and refugee students.

Advisor

Juan Araujo

Subject Categories

Curriculum and Instruction | Education | Educational Administration and Supervision

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