Abstract
Acculturation has been shown to be relevant to immigrant students' school adjustment and academic achievement. However, there are methodological constraints to the literature, and only little is known about immigrant students' acculturation patterns as such and their distribution across different demographic groups in Germany. Conceptualizing acculturation as a multidimensional construct, this study aimed to empirically capture acculturation patterns of immigrant students living in Germany considering affective, behavioral, and cognitive aspects of acculturation. Latent profile analysis identified six distinct profiles of acculturation evocative of strong assimilation, assimilation, integration, strong separation, separation, and marginalization. Taking the two assimilationist and separationist profiles into consideration, assimilation was most prevalent (41% of the sample), followed by separation (38% of the sample), and integration and marginalization each only accounted for ~11% of the sample. Inspection of demographics showed significant differences between profiles regarding gender, generation status, and ethnic group. Findings from research indicate that careful consideration of the operationalization of acculturation is necessary to draw valid conclusions about its relevance to school-related outcomes for immigrant students. This study can serve as a starting point showing the use of latent profile approaches, which give an expanded perspective on immigrant students' acculturation experiences.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.