Page 158 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 158
positive youth development in contexts
In the third study, a Slovenian sample of students formed part of a larg-
er sample of students from 29 European countries (Delaruelle et al., 2021).
The results reveal that first- and second-generation immigrants reported
higher levels of life dissatisfaction and psychosomatic symptoms than their
native peers. The results varied across schools and countries. Further, the
results also showed that social capital, peer and family support provided
better protection against poor mental health for students with an immi-
grant background.
It can be seen that even if Slovenia’s educational environment does
provide equal rights and language learning and learning support to first-
generation immigrant students, it is lagging behind in successful inclu-
sion and in providing equal opportunities for all students with an immi-
grant background. It can also be observed that intercultural dialogue in the
school environment between the majority population and immigrant stu-
dents is missing (Vižintin, 2014, 2017). With high levels of discrimination,
the social environment does not favour students with an immigrant back-
ground and only permits the expression of a non-native ethnic identity in
the private sphere of an individual’s life.
Aim of the study
The focus of this paper is the positive development of adolescent students
with an immigrant background in Slovenia. The paper examines the out-
comes of native and immigrant students (first- and second-generation) as
defined by the PISA survey2 in self-assessed competencies, characteristics
and skills based on the 5Cs of the PYD model in the context of Slovenia’s
educational environment. The overall goal of the paper is to determine
which personal resources students with an immigrant background possess
in comparison to their native peers. More specifically, this paper seeks to
explore the differences in means of self-reported indicators of the 5Cs be-
tween native students, second-generation immigrants and first-generation
immigrants included in the Slovenian PISA 2018 survey. Since Slovenia’s
educational environment does not provide optimal conditions for the adap-
tation of immigrant youth, as defined by Dimitrova et al. (2017), we expect
2 Native students: student and at least one parent born in the country of assess-
ment; First-generation immigrant students: student and both parents born outside
the country of assessment; Second-generation immigrant students: student born in
the country of assessment, the student’s parent(s) born in another country (OECD,
forthcoming-a).
158
In the third study, a Slovenian sample of students formed part of a larg-
er sample of students from 29 European countries (Delaruelle et al., 2021).
The results reveal that first- and second-generation immigrants reported
higher levels of life dissatisfaction and psychosomatic symptoms than their
native peers. The results varied across schools and countries. Further, the
results also showed that social capital, peer and family support provided
better protection against poor mental health for students with an immi-
grant background.
It can be seen that even if Slovenia’s educational environment does
provide equal rights and language learning and learning support to first-
generation immigrant students, it is lagging behind in successful inclu-
sion and in providing equal opportunities for all students with an immi-
grant background. It can also be observed that intercultural dialogue in the
school environment between the majority population and immigrant stu-
dents is missing (Vižintin, 2014, 2017). With high levels of discrimination,
the social environment does not favour students with an immigrant back-
ground and only permits the expression of a non-native ethnic identity in
the private sphere of an individual’s life.
Aim of the study
The focus of this paper is the positive development of adolescent students
with an immigrant background in Slovenia. The paper examines the out-
comes of native and immigrant students (first- and second-generation) as
defined by the PISA survey2 in self-assessed competencies, characteristics
and skills based on the 5Cs of the PYD model in the context of Slovenia’s
educational environment. The overall goal of the paper is to determine
which personal resources students with an immigrant background possess
in comparison to their native peers. More specifically, this paper seeks to
explore the differences in means of self-reported indicators of the 5Cs be-
tween native students, second-generation immigrants and first-generation
immigrants included in the Slovenian PISA 2018 survey. Since Slovenia’s
educational environment does not provide optimal conditions for the adap-
tation of immigrant youth, as defined by Dimitrova et al. (2017), we expect
2 Native students: student and at least one parent born in the country of assess-
ment; First-generation immigrant students: student and both parents born outside
the country of assessment; Second-generation immigrant students: student born in
the country of assessment, the student’s parent(s) born in another country (OECD,
forthcoming-a).
158
