Page 153 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 153
components of positive youth development among native students ...
with an immigrant background since they face several other obstacles like
discrimination, learning a new language, finding money for survival, and
creating new social networks (Wigfield et al., 2006). As a result, such ado-
lescents might feel socially isolated and even drop out from school (Correa-
Velez et al., 2017). However, the very difficult circumstances these students
face might also lead them to develop a more flexible personality and there-
by strengthen their well-being (Fuligni, 2004; Quintana et al., 2006). Many
studies focus on the educational gap between native students and students
with an immigrant background in terms of academic achievement (Levels
et al., 2008; Schleicher, 2015; Schnepf, 2007). Still, not many studies have
considered differences between immigrant and native students in other di-
mensions of personal development and well-being like self-awareness, cog-
nitive flexibility, and resilience.
The main aim of this article is therefore to explore differences in the
personal resources and developmental assets of native and immigrant
15-year-old students in Slovenia. First, the theoretical background on pos-
itive youth development relative to immigrant status and the context of
Slovenia’s educational environment are presented. The paper then tries to
connect and explain elements of positive youth development and differenc-
es in personal resources and developmental assets between native and im-
migrant students in Slovenia’s educational environment.
Immigrant background as a framework for positive youth
development
It is not completely clear whether an immigrant background is a risk fac-
tor in terms of personal development, acculturation and overall psycho
logical well-being since several studies (Brough et al., 2003; Correa-Velez et
al., 2017; Motti-Stefanidi & Masten, 2017) in this field show mixed results.
On one hand, these students often come from low-socioeconomic back-
grounds, face discrimination and racism, are socially isolated and more of-
ten diagnosed with mental health problems (Correa-Velez et al., 2017; Fazel
et al., 2005). On the other hand, these children may develop a certain level
of adaptability and flexibility skills, such as establishing friendships with
individuals from diverse backgrounds, learning new languages, forming
new identities which can quickly shift the norms and values of original and
adopted countries, and develop ways to manage their emotions. Moreover,
153
with an immigrant background since they face several other obstacles like
discrimination, learning a new language, finding money for survival, and
creating new social networks (Wigfield et al., 2006). As a result, such ado-
lescents might feel socially isolated and even drop out from school (Correa-
Velez et al., 2017). However, the very difficult circumstances these students
face might also lead them to develop a more flexible personality and there-
by strengthen their well-being (Fuligni, 2004; Quintana et al., 2006). Many
studies focus on the educational gap between native students and students
with an immigrant background in terms of academic achievement (Levels
et al., 2008; Schleicher, 2015; Schnepf, 2007). Still, not many studies have
considered differences between immigrant and native students in other di-
mensions of personal development and well-being like self-awareness, cog-
nitive flexibility, and resilience.
The main aim of this article is therefore to explore differences in the
personal resources and developmental assets of native and immigrant
15-year-old students in Slovenia. First, the theoretical background on pos-
itive youth development relative to immigrant status and the context of
Slovenia’s educational environment are presented. The paper then tries to
connect and explain elements of positive youth development and differenc-
es in personal resources and developmental assets between native and im-
migrant students in Slovenia’s educational environment.
Immigrant background as a framework for positive youth
development
It is not completely clear whether an immigrant background is a risk fac-
tor in terms of personal development, acculturation and overall psycho
logical well-being since several studies (Brough et al., 2003; Correa-Velez et
al., 2017; Motti-Stefanidi & Masten, 2017) in this field show mixed results.
On one hand, these students often come from low-socioeconomic back-
grounds, face discrimination and racism, are socially isolated and more of-
ten diagnosed with mental health problems (Correa-Velez et al., 2017; Fazel
et al., 2005). On the other hand, these children may develop a certain level
of adaptability and flexibility skills, such as establishing friendships with
individuals from diverse backgrounds, learning new languages, forming
new identities which can quickly shift the norms and values of original and
adopted countries, and develop ways to manage their emotions. Moreover,
153
