İngiltere’deki Türk Öğrencilerin Kültürleşme Tercihleri ve Bu Tercihlerin Okula Aidiyet Duygusuyla İlişkisi

Yıl 2015, Cilt: 3 Sayı: 30, 195 - 225, 03.12.2015

Gökhan Kılıçoğlu M. Bahaddin Acat Engin Karadağ

Öz

Bu araştırma İngiltere’deki Türk öğrencilerin kültürleşme tercihlerinin cinsiyet, yaş, doğum
yeri, okulda ve İngiltere’de bulunma yılı değişkenlerine göre anlamlı farklılık gösterip göstermediğini ve okula aidiyet duygusunu yordayıp yordamadığını belirlemeyi amaçlamaktadır. Araştırmada
ilişkisel desen kullanılmış olup; çalışma grubunu Türklerin yoğun olarak yaşadığı Londra’dan küme
örnekleme tekniğiyle seçilen 7 İngiliz okulundaki Key Stage 3, Key Stage 4 ve 16 yaş sonrası aşamasındaki
275 Türk öğrencisi oluşturmaktadır. Öğrenciler kültürleşme tercihlerini en yüksek ortalamayla
bütünleşme tercihinde değerlendirirlerken, bu tercihi sırasıyla ayırma, aykırılaşma ve erime takip
etmektedir. Araştırmada öğrencilerin bütünleşme tercihleri cinsiyet, okulda bulunma yılı ve doğum
yeri değişkenlerine göre; ayırma tercihleri yaş, doğum yeri, okulda ve İngiltere’de bulunma yılı değişkenlerine göre; erime tercihleri ise doğum yeri değişkenine göre anlamlı farklılıklar göstermektedir.
Ayrıca öğrencilerin bütünleşme tercihleri okula aidiyet duygularını olumlu yönde; reddedilmişlik
duygularını ise olumsuz yönde yordamaktadır.

Anahtar Kelimeler

İngiltere, Türk öğrenciler, kültürleşme, kültürleşme tercihleri, okula aidiyet duygusu

Turkish Student’s Acculturation Preferences in UK and Correlation of These Preferences with Their Sense of Belonging to School

Öz

This study aims to determine whether acculturation preferences of Turkish students in
England show significant differences with respect to varibles of sex, age, birth of place, year in England,
year in school and this preferences predict sense of belonging to school. Correlational research design
is used in the study. Sample of the study consists of 275 Turkish students attending Key Stage 3, Key
Stage 4 and Post-16 at 7 different schools in London where Turks live intensively. The participants
of the study are chosen via cluster sampling technique. Students’ first acculturation preference is
found as integration, second preference as separation, third preference as marginalization and their
last preference is found as assimilation. The integration preferences of students show significant
differences regarding variables of sex, birth of place, year in school; separation preferences of students
show significant differences according to age, birth of place, year in school and England; assimilation
preferences of students show significant differences with respect to variables of birth of place.
Moreover, it is found that Turkish students’ integration preferences predict their sense of belonging to
their school positively; while negatively predicting their feelings of rejection

Anahtar Kelimeler

England, Turkish students, acculturation, acculturation preferences, sense of belonging to school

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