Socioeconomic Status of Immigrant Students in the Context of Teachers' Views

Year 2024, Volume: 11 Issue: 2, 158 - 175, 01.03.2024

Muhammet İbrahim Akyürek Murat Akkoyun

https://doi.org/10.17275/per.24.24.11.2

Abstract

The aim of this study is to determine the socioeconomic status of immigrant students in line with the views of teachers working in schools. The study is a phenomenology research based on qualitative research method. The study group of the research consists of 20 teachers working in the secondary schools in the central districts (Karatay, Meram and Selçuklu) in Konya, Türkiye, in the 2022-2023 academic year. A semi-structured interview form was used as a data collection tool in the study. The collected data were analysed by descriptive analysis method. As a result of the analysis of the teachers' views on the current socioeconomic status of immigrant students, problem areas such as social life, communication, economic life, and family life were determined. The problems and conditions encountered in the country of origin pose serious challenges to migrant students and families in every aspect. When these problems are considered as a whole, they disadvantage migrant children in the country of migration. In order to minimize or eliminate these problem areas and to solve them, some practices can be implemented to enhance the language, culture, economic situation of immigrant students and the welfare of their families. Conducting research by referring to the opinions of students and parents in different provinces and levels will contribute to an in-depth and detailed understanding of the socioeconomic status of immigrant students.

Keywords

migration, immigrant student, socioeconomic, school, teacher

References

• Akıncı, B., Nergiz, A. & Gedik, E. (2015). An Assesment on process of adaptation: migration and social acceptance. The Journal of Migration Studies, 1(2), 58-83. Retrieved from https://dergipark.org.tr/tr/pub/gad/issue/43299/526432
• Alkalay, G. (2020). According to primary school administrators and classroom teachers Syrian refugee student’s problems and their solutions. (Master Thesis). Adnan Menderes University, Social Sciences Institute, Aydın. Retrieved from http://hdl.handle.net/11607/4166
• Altunay, E. & Dede, M. (2019). School administrators' opinions about cooperation among schools in the training process of immigrant students. Ege Journal of Education, 20(1), 127-144. https://doi.org/10.12984/egeefd.474018
• Arslan, İ., Bozgeyik, Y. & Alancıoğlu, E. (2016). Socio-economic reflections of migration: the example of Syrian immigrants in Gaziantep. Journal of Theological Academy, 4, 129-148. Retrieved from https://dergipark.org.tr/en/pub/ilak/issue/28571/304912
• Aydeniz, S. & Sarıkaya, B. (2021). Teachers’ views on problems and solution suggestions in the education of migrant children. Journal of National Education, 50(1), 385-404. Retrieved from https://doi.org/10.37669/milliegitim.959700
• Aydın Kılıç, Z. N. & Tezel Şahin, F. (2021). Analysis of the relations of immigrant families with their children and their adaptation process to Turkey. Turkish Online Journal of Design Art and Communication, 11(3), 1190-1209. Retrieved from https://dergipark.org.tr/en/pub/tojdac/issue/62647/931843
• Banks, J. A. (2014). Cokkültürlü eğitime giriş. (trans. H. Aydın) Ankara: Anı Yayıncılık. [An introduction to multicultural eduation]
• Bitew, C. & Ferguson, P. (2010). Parental support for African immigrant students’ schooling in Australia. Journal of Comparative Family Studies, 41(1), 149-165. Retrieved from https://www.researchgate.net/publication/262081536_Parental_Support_for_African_Immigrant_Students'_Schooling_in_Australia
• Boesch, B. (2014). The importance of the professor in college classroom climate for immigrant students. College Quarterly, 17(4). Retrieved from https://eric.ed.gov/?id=EJ1058110
• Bozkaya, H. (2021). The effect of social studies lessons on citizenship perceptions of 7th grade Syrian immigrant students. In: Education Quarterly Reviews, 4(3), 356-367. Retrieved from https://files.eric.ed.gov/fulltext/EJ1319160.pdf
• Börü, N. & Boyacı, A. (2016). Immigrant students' problems in education - instruction processes (an example of the province of Eskişehir). Turkish Studies, 11(14), 123-158. Retrieved from https://www.acarindex.com/turkish-studies-elektronik/gocmen-ogrencilerin-egitim-ogretim-ortamlarinda-karsilastiklari-sorunlar-eskisehir-ili-ornegi-134958
• Bülbül, S. & Köse, A. (2020). Examining between regional internal migration movements in Turkey with multidimensional scaling. Istanbul University Journal of the School of Business Administration, 39,75- 94. Retrieved from https://dergipark.org.tr/tr/pub/iuisletme/issue/9249/115718
• Castles, S. & Miller, M.J. (2008). Göçler çağı - modern dünyada uluslararası göç hareketleri (trans. B.U. Bal, İ. Akbulut), İstanbul: İstanbul Bilgi Üniversitesi Yayınları. [The age of migrations: international migration movements in the modern world]
• Cırıt Karaağac, F. (2018). Educational problems of Syrian refugee students in elementary schools. (Master Thesis). Yeditepe University, Institute of Education Sciences, İstanbul. Retrieved from https://acikbilim.yok.gov.tr/bitstream/handle/20.500.12812/339649/yokAcikBilim_10197911.pdf?sequence=-1
• Coşkun, İ. ve Emin, M. N. (2016). Türkiye’deki Suriyeli mültecilerin eğitiminde yol haritası: fırsatlar ve zorluklar. Foundation for Political, Economic and Social Research (SETA). [Roadmap for the education of Syrian refugees in Turkey: opportunities and challenges] Retrieved from https://file.setav.org/Files/Pdf/20160906135243_turkiyedeki-suriyelilerin-egitiminde-yol-haritasi-pdf.pdf
• Çiftçi, M. (2019). Impacts of integral migrations within Turkey on the housing sale. International Journal of Afro-Eurasian Research 5(9), 168-179. Retrieved from https://dergipark.org.tr/tr/download/article-file/999342
• Derezotes, D.S. (2000). Advenced generalist social work practice. London: Sage Publications.
• Drake, K. (2017). Competing purposes of education: The case of underschooled immigrant students. Journal of Educational Change, 18(2), 1-27. Retrieved from https://eric.ed.gov/?id=EJ1150793
• Erdem, C. (2017). Instructional problems experienced by primary school teachers who have refugee students in their classes and their solutions for problems. Journal of Civilization Educational Research, 1(1), 26-42. Retrieved from https://dergipark.org.tr/tr/download/article-file/319194
• Erdoğan, M. (2020). Syrians barometer 2019: A framework for achieving social cohesion with Syrians in Turkey. Ankara: Orion Kitabevi.
• Ereş, F. (2015). Problematic of migrant education and diversity management for immigrant education in Turkey. Cankiri Karatekin University Journal of Institute of Social Sciences, 6(2), 017-030. Retrieved from https://dergipark.org.tr/tr/pub/jiss/issue/25891/272819
• Ergün, N. (2022). The role of contact in the integration of immigrant students. ODU Journal of Social Sciences Research, 12(2), 1519-1550. https://doi.org/10.48146/odusobiad.1103431
• Gedik, N. (2016). Olgubilim (Fenomenoloji). M. Y. Özden, & L. Durdu (Eds.), Eğitimde üretim tabanlı çalışmalar için nitel araştırma yöntemleri. Anı Yayıncılık. [Qualitative research methods for production-based studies in education]
• Giani, L. (2006). Migration and education: Child migrants in Bangladesh. Retrieved from https://www.sussex.ac.uk/webteam/gateway/file.php?name=mwp33.pdf&site=252.
• Göktuna Yaylacı, F. (2017). “Refugees” and “Syrians” in Eskişehir local press. Journal of Sociological Research, 20(1), 1-40. Retrieved from https://search.trdizin.gov.tr/tr/yayin/detay/263951/
• Güngör, M., Bakar, Ç., & Çalımlı, N. (2023). Göçmen öğrencilerin eğitim-öğretim sürecine, göçmen /gönüllü eğitmenlerin katkılarına ilişkin sınıf öğretmenlerinin değerlendirmeleri. International Journal of Education and New Approaches, 6(1), 167-184. [Evaluations of primary school teachers regarding the contributions of immigrant/volunteer educators to the education process of immigrant students] https://doi.org/10.52974/jena.1309804
• Güzel, S. (2013). Göçmen çocuklar ve Denizli’de yaşam koşulları. Journal of Sociological Research, 1, 1-36. [Immigrant children and living conditions in Denizli] Retrieved from https://gcris.pau.edu.tr/bitstream/11499/52628/2/gmenocuklarvedenizlideyaamkoullar%20%281%29.pdf
• Hakuta, K., Butler, Y. G. & Witt, D. (2000). How Long does it take English Learners to Attain Proficiency? Policy Report 2000-1. Irvine, CA: University of California, Linguistic Minority Research Institute. Retrieved from https://eric.ed.gov/?id=ED443275
• Işık, M., Bahat, İ., Öncüler, İ., & Özdemir, A. (2021). Examining the experiences of migrant students living in Beylikdüzü district of İstanbul. Journal of National Education, 50(1), 925-950. https://doi.org/10.37669/milliegitim.951813
• İmamoğlu, H.V. & Calışkan, E. (2017). Opinions of teachers on the primary education of foreign students in public schools: the case of Sinop province. Journal of Humanities and Tourism Research, 7(2), 529-546. Retrieved from https://www.acarindex.com/journal-of-humanities-and-tourism-research/yabanci-uyruklu-ogrencilerin-devlet-okullarinda-i-lkokul-egitimine-dair-ogretmen-gorusleri-sinop-i-li-ornegi-209903
• Johnsson, E., Zolkowska, K. & McNeil, T. F. (2015). Prediction of adaptation difficulties by country of origin, cumulate psychosocial stressors and attitude toward integrating: a Swedish study of first-generation immigrants from Somalia, Vietnam and China. International Journal of Social Psychiatry, 61(2), 174-182. doi: 10.1177/0020764014537639
• Joshi, P. T. & O’donnell, D. A. (2003). Consequences of child exposure to war and terrorism. Clinical Child and Family Psychology Review, 6(4), 275-292. Retrieved from https://link.springer.com/article/10.1023/B:CCFP.0000006294.88201.68
• Karadaş, H. (2022). Educational problems of immigrant students. Shanlax International Journal of Education, 10(1), 64–78. doi: https://doi.org/10.34293/education.v10iS1-Aug.5183
• Kaştan, Y. (2015). Problems on migration process of children lived in Turkey. International Journal of Social and Educational Sciences, 2(4), 216-229. Retrieved from https://dergipark.org.tr/en/download/article-file/798248
• Kaya, İ. (2020). Problems provided by teachers who have Syrian students in class management. (Master Thesis). Kırşehir Ahi Evran University, Social Sciences Institute, Kırşehir. Retrieved from https://acikbilim.yok.gov.tr/handle/20.500.12812/237834
• Kiremit, R., Akpınar, U. & Tufekci Akcan, A. (2018). Teachers’ views about Syrian students’ adaptation to school. Kastamonu Education Journal, 26(6), 2139-2149. Retrieved from https://dergipark.org.tr/tr/download/article-file/480383
• Kirmayer, L. J., Narasiah, L., Munoz, M., Rashid, M., Ryder, A. G., Guzder, J., Hassan, G., Rousseau, C., & Pottie, K. (2011). Common mental health problems in immigrants and refugees: general approach in primary care. Canadian Medical Association Journal, 183(12), 959-967. doi: 10.1503/cmaj.090292
• Koçak, O. & Gündüz, R.D. (2016). Immigration policies of European Union and It’s impact to social inclusion of migrants. Yalova Journal of Social Sciences, 12. https://doi.org/10.17828/yalovasosbil.288377
• Koşar, S. & Aslan, F. (2020). Views of school administrators on the education problems of migrant children in primary and secondary school. International Journal of Turkish Literature Culture Education, 9(4), 1799-1831. Retrieved from https://dergipark.org.tr/tr/pub/teke/issue/59561/857066
• LeBrun, A., Hassan, G., Boivin, M., Fraser, S., & Dufour, S. (2015). Review of child maltreatment in immigrant and refugee families. Canadian Journal of Public Health / Revue Canadienne De Santé Publique, 106(7). doi: 10.17269/CJPH.106.4838
• Lee, G. (2011). Understanding the process of educational assimilation for refugee and non-refugee immigrant students: A pilot study of a community college. (Master’s Thesis), Graduate School of Vanderbilt University, Tennessee. Retrieved from https://ir.vanderbilt.edu/bitstream/handle/1803/13167/MastersThesisFinal.pdf?sequence=1&isAllowed=y
• Leseman, P. M. (2007). Early education for immigrant children. Migration Policy Institute (MPI) and Bertelsmann Stiftung. Retrieved from https://www.migrationpolicy.org/sites/default/files/publications/LesemanEducation091907.pdf
• Lilla, N., Thürer, S., Nieuwenboom, W., Schüpbach, M. (2021). Exploring academic self-concepts depending on acculturation profile. investigation of a possible factor for immigrant students’ school success. Educ. Sci. 11, 432. https:// doi.org/10.3390/educsci11080432
• Liu, C.-W. (2023). Meeting the needs of migrant students. Journal of General Music Education, 36(2), 42-44. https://doi.org/10.1177/27527646221142521
• Ma, Y. (2018). Paradigm shift: Learning is a two-way street between American universities and Asian international students. In Y. Ma, & M. Garcia-Murillo (Eds.), Understanding international students from Asia in American universities: Learning and living globalization, 1-11. Springer. doi:10.1007/978-3-319-60394-0_1
• Memiş, H. (2015). A research on socio-economic perceptions caused by Syrians living in Kilis because of the current civil war. Electronic Journal of Social Sciences, 14(52), 100-114. Retrieved from https://dergipark.org.tr/tr/download/article-file/70608
• Miles, M. B. & Huberman, A. M. (2019). Nitel veri analizi. (trans. ed. M. Bütün & S. B. Demir). Ankara: Pegem A. [Qualitative data analysis]
• Obiakor, F. E. (2007). Multicultural special education: effective intervention for today’s schools. Intervention in School and Clinic, 42(3), 148-155. https://doi.org/10.1177/105345120704200303
• Orechova, M. (2018). Immigrant children education as means of integration: the Lithuanian case. Journal of Education Culture and Society, 9(2). https://doi.org/10.15503/jecs20182.238.247
• Özenç, E. & Saat, F. (2019). The problems classroom teachers encounter in the education of Syrian students. International Journal of Active Learning, 4(2), 60-74. Retrieved from https://dergipark.org.tr/en/pub/ijal/issue/51120/486319
• Papademetriou, D. (2005). Education and immigrant integration in the United States and Canada. Proceedings of Conference, April 25, 2005, The Migration Policy Institute. Retrieved from https://files.eric.ed.gov/fulltext/ED491284.pdf
• Patton, M. Q. (2018). Nitel araştırma ve değerlendirme yöntemleri. (trans. ed. S. Akbaba Altun, & A. Ersoy). Ankara: Pegem A. [Qualitative evaluation and research methods]
• Pennix, R. & Garcés-Mascareñas, B. (2016). The concept of integration as an analytical tool and as a policy concept. In: R. Pennix, B. Garcés-Mascareñas (Eds.), Integration Processes and Policies in Europe, 11-29. Heidelberg: Springer International Publishing. doi:10.1007/978-3-319-21674-4_2
• Perruchoud, R. & Redpath-Cross, J. (2021). Göç terimleri sözlüğü, uluslararası göç örgütü. International Organization for Migration (IOM). [Migration terminology glossary, international organization for migration] Retrieved from https://publications.iom.int/system/files/pdf/iml31_turkish_2ndedition.pdf
• Poyraz, D.T. (2022). Göçmen öğrencilerin eğitim sürecinde yaşanan sorunlara ilişkin veli görüşleri. Non-Thesis Master's Project. Pamukkale University, Institute of Educational Sciences, Denizli. [Parent views on the challenges encountered in the education process of immigrant students] Retrieved from https://gcris.pau.edu.tr/handle/11499/45518
• Ragnarsdottir, H., & Blondal, H. (2014). Multicultural learning community: the experiences of students in the international studies in education programme at the University of Iceland. Icelandic Journal of Education, 23(1), 27-45. https://doi.org/10.12973/eu-jer.8.2.453
• Saklan, E. & Karakütük, K. (2022). An analysis on educational process of Syrian school-age children in Turkey. Mersin University Journal of the Faculty of Education, 8(1), 51-76. https://doi.org/10.17860/mersinefd.975386
• Schleicher, A., & Zoido, P. (2016). Global equality of educational opportunity: Creating the conditions for all students to succeed. Journal of Social Issues, 72(4), 696–719. https://doi.org/10.1111/josi.12190
• Seydi, A.R. (2014). Policies of Turkey regarding the solution of educational problems of Syrian refugees. SDU Faculty of Arts and Sciences Journal of Social Sciences, 31, 267-305. Retrieved from https://dergipark.org.tr/tr/download/article-file/117752
• Sinkkonen, H.M. & Kyttälä, M. (2014). Experiences of Finnish teachers working with immigrant students. European Journal of Special Needs Education, 29(2), 167-183. doi:10.1080/08856257.2014.891719
• Sleeter, C. E. & Grant, C. (2003). Making choices for multicultural education: five approaches to race, class and gender (2nd Ed.). New York, NY: Wiley.
• Şimşek, D. (2019). Syrian children’s access to education in Turkey: barriers and recommendations. Journal of Education Science Society, 17(65), 10-32. Retrieved from https://search.trdizin.gov.tr/tr/yayin/detay/341696/
• Taylor, S. & Sidhu, R. K. (2011). Supporting refugee students in schools: what constitutes inclusive education?, International, Journal of Inclusive Education, 16(1), 39-56. doi:10.1080/13603110903560085
• Topçuoğlu, R. A. (2014). Who hit the road to change life – lives changing on the road: migrant children as a client group. Society and Social Work, 25(1), 89-107. Retrieved from https://dergipark.org.tr/tr/download/article-file/797693
• Topsakal, C. & Ayyürek, A. (2012). As seen by teachers; a research focused on students’awareness in the exercise of children’s rights. 11th National Primary Teacher Education Symposium, 24-26 May 2012, Rize. Retrieved from https://dergipark.org.tr/tr/pub/aduefebder/issue/33891/375243
• Toros, A. (2008). Migration in conflict areas. Ankara: Global Strategy Institute.
• Tösten, R., Toprak, M. & Kayan, M. S. (2017). An Investigation of forcibly migrated Syrian refugee students at Turkish public schools. Universal Journal of Educational Research, 5(7), 1149-1160. doi:10.13189/ujer.2017.050709
• Tunaboylu, O., Vezir, M. & Uluyol, A. (2021). The other face of the iceberg: the immigrant students in English courses and their teachers. International Journal of Social Sciences and Education Research, 7(2). https://doi.org/10.24289/ijsser.832591
• Tunc, A. Ş. (2015). Refugee behaviour and its social effects: an assessment of Syrians in Turkey. Turkish Journal of TESAM Academy, 2(2), 29-63. Retrieved from https://dergipark.org.tr/tr/pub/tesamakademi/issue/12946/156434
• Tümkaya, S. & Çopur, E. (2020). Teachers' views on the family participation of Syrian families in the primary school. Çukurova University Journal of the Institute of Social Sciences, 29(3), 368-386. https://doi.org/10.35379/cusosbil.746471
• Uzun, E.M. & Bütün, E. (2016). Okul öncesi eğitim kurumlarındaki Suriyeli sığınmacı çocukların karşılaştıkları sorunlar hakkında öğretmen görüşleri. Journal of Early Childhood Education Studies, 1(1), 72-83. [Teacher views on the problems faced by Syrian refugee children in pre-school education institutions] Retrieved from http://ijeces.hku.edu.tr/tr/pub/issue/22947/175325
• Volante, L., Lara, C., Klinger, D.A. & Siegel, M. (2020). The use of a multidimensional support model to examine policies and practices for ımmigrant students across canada. Canadian Journal of Education, 43(1), 121-169. Retrieved from https://eric.ed.gov/?id=EJ1248475
• Yenilmez, K. & Çöplü, F. (2019). The difficulties of the teachers in the education of immigrant students. Journal of Research in Education and Teaching, 8(3), 26-36. Retrieved from http://www.jret.org/FileUpload/ks281142/File/003.kursat_yenilmez.pdf
• Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. [Qualitative research methods in the social sciences]
• Yılmaz, İ. H. & Sağıroğlu, A. Z. (2022). The perceptions of Syrian students in Turkey on Turkish and their native language skills and language preferences in daily life. MSFAU Journal of Social Sciences, 2 (26), 472-494. https://doi.org/10.56074/msgsusbd.1175922