Examining acculturation orientations and perceived cultural distance among immigrant adolescents in Portugal: links to performance in reading, mathematics, and science

Michael Melkonian,Luisa Menano,Patricia Fildago,Shaljan Areepattamannil

doi:10.1007/s11218-019-09506-5

Michael Melkonian, Luisa Menano + Show 2 more

Open Access

https://doi.org/10.1007/s11218-019-09506-5

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Abstract

Drawing on data from the fifth cycle of the Program for International Student Assessment (PISA), the authors examined the relations of reported acculturation orientations—heritage as well as host culture-orientations—and perceived cultural distance between host and heritage culture with academic performance among 399 first- and second-generation immigrant adolescent students in Portugal. Results of hierarchical regression analyses, after accounting for student demographic characteristics, revealed a positive relationship between host culture-orientations and the first-generation immigrant adolescents’ performance on the PISA reading, mathematics and science assessments, and also the second-generation immigrant adolescents’ performance on reading assessment. Additionally, both the first- and second- generation immigrant adolescents’ heritage culture-orientations were significantly negatively linked to performance on the PISA reading, mathematics, and science assessments. Furthermore, findings revealed that first-generation immigrant adolescents’ perceived cultural distance was significantly negatively associated with their performance on the PISA reading and mathematics assessments. Implications for policy and practice are discussed.

Highlights

The movement of peoples across the globe, be it for the short or long term, has been a persistent and fundamental component of the human condition
Host culture-orientations, heritage culture-orientations, cultural distance between host and heritage culture were the independent variables in the regression equation
The present study demonstrated an adopted focus upon heritage culture orientations by both first- and second-generation immigrant students is linked to lower achievement in mathematics, reading, and science

Summary

Introduction

The movement of peoples across the globe, be it for the short or long term, has been a persistent and fundamental component of the human condition. Regardless of the determinants of the migration, an improved quality of life is a common element within the reasons given by migrants for leaving their home country (Blomquist 2006). Such improvements are desired on a variety of socio-economic dimensions (Massey 1990; Massey et al 1994), and are often cited as a major determinant of the migration, with better opportunities of success for the family of the migrant being high on the list of anticipated improvements. There is, a recurrent need for research that provides both migrants and immigrant receiving countries an improved understanding of the factors that facilitate successful acculturation and positive life chances

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