Suriyeli Öğrencilerin Okul Algısı: Süreçte Yaşananlar ve Değişimi

Öz

Küreselleşme ve zorunlu göçle birlikte ortaya çıkan uluslararası hareketlilik, hem ev sahibi ülke hem de göçmenler üzerinde büyük etkiler yaratmaktadır. Bu araştırmada Türkiye'nin bir sınır ilinde ortaokulda öğrenim gören Suriyeli öğrencilerin okula ilk geldiklerinde yaşadıkları deneyimlerin ve bu deneyimlerin zaman içindeki değişiminin gruplar arası temas teorisi temelinde incelenmesi amaçlanmaktadır. Araştırma, Suriyeli öğrencilerin ilk olumsuz temasın etkisiyle diğer öğrenciler tarafından akran zorbalığına ve yabancı düşmanlığına maruz kaldıklarını ortaya koymuştur. Ayrıca araştırmada, mülteci öğrencilerin dil engelleri nedeniyle iletişim ve akademik sorunlar yaşadıklarını ortaya konmuştur. Ancak zamanla öğrencilerin bir arada olmalarının ve Türkçe öğrenen Suriyeli öğrencilerin de etkisiyle gruplar arasındaki olumsuz temasın zamanla olumluya dönüştüğü ve gruplar arasında arkadaşlıkların kurulduğu tespit edilmiştir.

Anahtar Kelimeler

• Gruplararası Temas Teorisi
• Mülteci Öğrenciler
• Dil Engeli
• Akran Zorbalığı

Syrian Students’ School Perception: Experiences in The Process and Change Over Time

Öz

The international mobility that has occurred with globalization and forced migration has great effects on both the host country and the immigrants. In this research, it is aim to examine the experiences of Syrian students at secondary school in a border city of Turkey when they first came to school and the change of these experiences over time, on the basis of the theory of intergroup contact. The research revealed that Syrian students were exposed to peer bullying and xenophobia by other students with the effect of the first negative contact. In addition, the research revealed that refugee students experience communication and academic problems due to language barriers. However, with the effect of the students being together over time and the Syrian students learning Turkish, the negative contact between the groups turned into positive over time and it was determined that friendships between the groups were formed.

Anahtar Kelimeler

• Intergroup Contact Theory
• Refugee Students
• Language Barrier
• Peer Bullying
• Xenophobia

Kaynakça

1. Aboud, F. E., Mendelson, M. J., & Purdy, K. T. (2003). Cross-race peer relations and friendship quality. International Journal of Behavioral Development, 27, 165–173. https://doi.org/10.1080/01650250244000164
2. Allport, G. W. (1954). The nature of prejudice. New York, NY: Addison-Wesley.
3. Aydın, H., & Kaya, Y. (2017). The educational needs of and barriers faced by Syrian refugee students in Turkey: A qualitative case study. Intercultural Education, 28(5), 456-473. https://doi.org/10.1080/14675986.2017.1336373
4. Başkale, H. (2016). Determination of validity, reliability and sample size in qualitative studies. E-Journal of Dokuz Eylul University Nursing Faculty, 9(1), 23-28
5. Brenick, A., & Halgunseth, L. C. (2017). Brief note: Applying developmental intergroup perspectives to the social ecologies of bullying: Lessons from developmental social psychology. Journal of Adolescence, 59, 90-95. https://doi.org/10.1016/j.adolescence.2017.05.018
6. Chesser-Smyth, P. (2005). The lived experiences of general student nurses on their first clinical placement: A phenomenological study. Nurse Education in Practice, 5, 320–327. https://doi.org/10.1016/j.nepr.2005.04.001
7. Dörnyei, Z., & Csizér, K. (2005). The effects of intercultural Contact and tourism on Language attitudes and Language learning Motivation. Journal of Language and Socıal Psychology, 24(4), 327-357. https://doi.org/10.1177/0261927X05281424
8. Ellis, B. H., Lincoln, A., Charney, M., Ford-Paz, R., Benson, M., & Strunin, L. (2010). Mental health service utilization of Somali adolescents: Religion, community, and school as gateways to healing. Journal of Transcultural Psychiatry, 47(5), 789–811. https://doi.org/10.1177/1363461510379933

9. Erdoğan, M. M. (2020). Suriyeliler barometresi 2019 Suriyelilerle uyum içinde yaşamın çerçevesi. Orion Kitabevi.
10. Eren, Z. (2019). According to principals and teachers educational problems of immigrant children and solutions. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 19 (1), 213-234.
11. Fazel, M., Garcia, J., & Stein, A. (2016). The right location? Experiences of refugee adolescents seen by school-based mental health services. Clinical Child Psychology and Psychiatry, 21(3), 368–380. https://doi.org/10.1177/1359104516631606
12. Greene, J. P. (1998). A meta-analysis of the effectiveness of bilingual education. Claremont, CA: Tomas Rivera Policy Institute.
13. Guo, Y., Maitra, S., & Guo, S. (2019). I belong to nowhere: Syrian refugee children’s perspectives on school integration. Journal of Contemporary Issues in Education, 14(1), 89-105. https://doi.org/10.20355/jcie29362
14. Harwood, J., Raman, P., & Hewstone, M. (2006). The family and communication dynamics of group salience. The Journal of Family Communication, 6(3), 181-200. https://doi.org/10.1207/s15327698jfc0603_2
15. Hatch, J. A. (2002). Doing qualitative research in education settings. State University of New York Press
16. Hayward, L. E., Hornsey, M. J., Tropp, L. R., & Barlow, F. K., (2017). Positive and negative intergroup contact predict Black and White Americans' judgments about police violence against Black Americans. Journal of Applied Social Psychology, 47, 605-615. https://doi.org/10.1111/jasp.12463
17. Iversen A..S, Graue, M., Haugstvedt A, & Råheim M. (2018). Being Mothers and Fathers of a Child With Type 1 Diabetes Aged 1 to 7 Years: a Phenomenological Study of Parents' Experiences. International Journal of Qualitative Studies on Health and Well-Being,13, 1487758. https://doi.org/10.1080/17482631.2018.1487758
18. Jansen, P. W., Mieloo, C. L., Dommisse-van Berkel, A., Verlinden, M., Van der Ende, J., Stevens, G., Verhulst, F. C., Jansen, W. & Tiemeier, H. (2016). Bullying and Victimization Among Young Elementary School Children: The Role of Child Ethnicity and Ethnic School Composition. Race and Social Problems, 8(4), 271-280. https://doi.org/10.1007/s12552-016-9182-9
19. Mulvey, K. L., Hitti, A., & Killen, M. (2010). The development of stereotyping and exclusion. Wiley Interdisciplinary Reviews: Cognitive Science, 1(4), 597-606. https://doi.org/10.1002/wcs.66
20. Pettigrew, T. F. (1997). Generalized intergroup contact effects on prejudice. Personality and Social Psychology Bulletin, 23, 173-185. https://doi.org/10.1177/0146167297232006
21. Pettigrew, T. F. (1998). Intergroup contact theory. Annual Review of Psychology, 49, 65- 85. https://doi.org/10.1146/annurev.psych.49.1.65
22. Pettigrew, T. F. ve Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751-783. https://doi.org/10.1037/0022-3514.90.5.751
23. Rigby, K. (2003). Consequences of bullying in schools. The Canadian journal of psychiatry, 48(9), 583-590.
24. Sarıahmetoğlu, H., & Kamer, S. T. (2020). The views of foreign secondary school students on the problems in the education process. Electronic Journal of Social Sciences, 19(76), 1611-1630.
25. Smith, J.A., & Osborn, M. (2015). Interpretative Phenomenological Analysis. J.A. Smith in Qualitative Psychology: A Practical Guide to Research Methods (pp.25-52). Sage
26. Solak, E., & Çelik, S. (2018). Investigation of linguistic challenges faced by refugee students in Turkey. The Journal of International Social Research, 11(57), 424-432. https://doi.org/10.17719/jisr.2018.2461
27. UNHCR, (2001). Learning for a future: Refugee education in developing countries. Health and Community Development Section, The UN Refugee Agency. Retrieved from http://www.unhcr.org/4a1d5ba36.pdf
28. UNHCR (2020). Global trends – Forced displacement in 2019. Retrieved from https://www.unhcr.org/5ee200e37.pdf
29. Van Manen, M. A. (2020). Uniqueness and Novelty in Phenomenological Inquiry. Qualitative Inquiry, 26(5), 486–490. https://doi.org/10.1177/1077800419829788
30. Yin, R. K. (2011). Qualitative research from start to finish. Guilford Press.
31. Yu, B, & Shen. H. (2012). Predicting roles of linguistic confidence, integrative motivation and second language proficiency on cross-cultural adaptation. International Journal of Intercultural Relations, 36(1), 72–82. https://doi.org/10.1016/j.ijintrel.2010.12.002