Page 154 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 154
positive youth development in contexts
first-generation immigrant students1 often even demonstrate optimism for
the future despite their sometimes very troubled past (Brough et al., 2003;
Nunn et al., 2014).
The phenomenon whereby first-generation immigrants’ adaptation
is more successful than that of second-generation immigrants and even
natives is called the “immigrant paradox” and (Garcia-Coll & Marks,
2012) has mostly been explored in the USA and Canada, less so in Europe
(Dimitrova et al., 2017). The phenomenon of immigrants displaying more
adaptation problems and less favourable outcomes (e.g. higher rates of psy-
chological problems, school difficulties and disruptive behaviours) com-
pared to natives is named “migration morbidity” (ibid.). Both phenomena
were explored in a research review of 102 studies conducted in 14 European
countries by Dimitrova and colleagues (2017). Even though the review pro-
vided mixed results for paradox and migration morbidity, it confirmed that
immigrant youth’s successful adaptation depends on three aspects: (1) close
family and peer relationships, classmate support and supportive neigh-
bourhoods; (2) perceived discrimination; and (3) adoption of both the host
and their own ethnic culture, while at the same time keeping a strong eth-
nic identity and maintaining their culture.
While exploring young immigrants’ positive youth development, the
questions of who adapts successfully and what are the preconditions for
success remain unanswered (Motti-Stefanidi, 2017). One model which ef-
fectively promotes positive aspects of adolescents’ development and is used
by several researchers to explore this area is the 5Cs of the Positive Youth
Development (PYD) model (Fuligni, 2004; Kozina & Pivec, 2020; Lerner et
al., 2012, 2015; Wiium & Dimitrova, 2019). Although a number of models
of positive youth development exist, the 5Cs model is the most empirical-
ly supported and most commonly used as the framework for programmes
supporting positive youth development (Heck & Subramaniam, 2009). Due
to its flexibility in various contexts, in the present study this model was
chosen as a framework to explore differences in perception of the 5Cs be-
tween native students, second-generation immigrants and first-generation
immigrants in Slovenia.
PYD emphasises the importance of identifying and supporting
strengths rather than preventing or treating deficits, which proves to be
1 First-generation immigrant students are foreign-born students whose parents are
foreign-born as well, whereas second-generation immigrant students are born in the
country of destination, while their parents are foreign-born.
154
first-generation immigrant students1 often even demonstrate optimism for
the future despite their sometimes very troubled past (Brough et al., 2003;
Nunn et al., 2014).
The phenomenon whereby first-generation immigrants’ adaptation
is more successful than that of second-generation immigrants and even
natives is called the “immigrant paradox” and (Garcia-Coll & Marks,
2012) has mostly been explored in the USA and Canada, less so in Europe
(Dimitrova et al., 2017). The phenomenon of immigrants displaying more
adaptation problems and less favourable outcomes (e.g. higher rates of psy-
chological problems, school difficulties and disruptive behaviours) com-
pared to natives is named “migration morbidity” (ibid.). Both phenomena
were explored in a research review of 102 studies conducted in 14 European
countries by Dimitrova and colleagues (2017). Even though the review pro-
vided mixed results for paradox and migration morbidity, it confirmed that
immigrant youth’s successful adaptation depends on three aspects: (1) close
family and peer relationships, classmate support and supportive neigh-
bourhoods; (2) perceived discrimination; and (3) adoption of both the host
and their own ethnic culture, while at the same time keeping a strong eth-
nic identity and maintaining their culture.
While exploring young immigrants’ positive youth development, the
questions of who adapts successfully and what are the preconditions for
success remain unanswered (Motti-Stefanidi, 2017). One model which ef-
fectively promotes positive aspects of adolescents’ development and is used
by several researchers to explore this area is the 5Cs of the Positive Youth
Development (PYD) model (Fuligni, 2004; Kozina & Pivec, 2020; Lerner et
al., 2012, 2015; Wiium & Dimitrova, 2019). Although a number of models
of positive youth development exist, the 5Cs model is the most empirical-
ly supported and most commonly used as the framework for programmes
supporting positive youth development (Heck & Subramaniam, 2009). Due
to its flexibility in various contexts, in the present study this model was
chosen as a framework to explore differences in perception of the 5Cs be-
tween native students, second-generation immigrants and first-generation
immigrants in Slovenia.
PYD emphasises the importance of identifying and supporting
strengths rather than preventing or treating deficits, which proves to be
1 First-generation immigrant students are foreign-born students whose parents are
foreign-born as well, whereas second-generation immigrant students are born in the
country of destination, while their parents are foreign-born.
154
