Studies on the Acculturation of Young Refugees in the Educational Domain: A Scoping Review of Research and Methods
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Studies on the Acculturation of Young Refugees in the Educational Domain: A Scoping Review of Research and Methods Débora B. Maehler1 · Steffen Pötzschke1 · Howard Ramos2 · Paul Pritchard3 · Johanna Fleckenstein4 Received: 30 September 2019 / Accepted: 11 December 2019 © Springer Nature Switzerland AG 2020
Abstract Given that children and adolescents constitute a growing and significant share of forced migrants worldwide, assessing the state of research on and the methods used to study the acculturation of this group is both timely and essential. The acculturation of refugee children and adolescents in host countries occurs primarily within educational institutions and through the acquisition of the language of the new host society. This scoping review of peer-reviewed journal articles published between 1987 and 2016 (N = 192 eligible studies) examined the extent to which individual-level factors (e.g., gender, age) and contextual factors (e.g., country of residence) emphasized by acculturation models have been considered in research involving young refugees in the educational domain. In addition, the research designs and methods applied in these studies were evaluated, and content analysis was performed to examine whether individual-level factors considered in the sample of studies were related to educational outcomes of young refugees. Overall, the review revealed that very few studies provided adequate information on sample composition, or considered individual and contextual factors, thus leaving crucial gaps in the knowledge about the acculturation of young refugees. Guidelines for future research are proposed to remedy the identified research deficits. Keywords Scoping review · Refugee children and adolescents · Acculturation · Educational settings · Peer-reviewed publications
Introduction * Débora B. Maehler [email protected] Steffen Pötzschke [email protected] Howard Ramos [email protected] Paul Pritchard [email protected] Johanna Fleckenstein [email protected]‑kiel.de 1
Survey Design and Methodology Department, GESIS – Leibniz Institute for the Social Sciences, PO Box 12 21 55, 68072 Mannheim, Germany
2
Department of Sociology and Social Anthropology, Dalhousie University, 6135 University Avenue, Halifax, NS B3H 4R2, Canada
3
Department of Sociology, University of Toronto, 725 Spadina Ave, Toronto M5S 2J4, Canada
4
Leibniz Institute for Science and Mathematics Education, Olshausenstr. 62, 24118 Kiel, Germany
The sharp increase in global forced migration flows in recent years is reflected in the increased number of refugee students enrolled in schools in receiving countries (OECD 2015). Educators and school administrators are expected to meet the educational, social, and emotional needs of these students, many of whom have left their home countries involuntarily and may have experienced traumatic events. Yet educational professionals often lack the necessary training for, and familiarity with, the specific needs of young refugees. For refugee childr
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