The Role of Contact in The Integration of Immigrant Students

Yıl 2022, Cilt: 12 Sayı: 2, 1519 - 1550, 02.08.2022

Naif Ergün

https://doi.org/10.48146/odusobiad.1103431

Cited By: 2

Öz

Immigrants experience social, economic, political and psychological problems. One of the most fundamental
of these problems is the integration problems they experience in the place where they migrated. In this study,
the concept of immigration is used for all types of immigration which people immigrate or migrate or
emigrate from their country or homeland to another country or somewhere else in their country for any
reason. Therefore, immigration concept in this study contains refugee, assylum seeker, labor migration etc.
In this context, this study aims to examine the importance of contact in the social integration of immigrant
students and the effect of contact in reducing prejudice and discriminatory attitudes towards immigrant students. Within the scope of the study, research articles published in Turkish and English languages in Web
of Science and DergiPark databases for the integration of immigrant children to school after the year 2000
were analyzed by content analysis. As a result of 47 articles examined in the context of the study, researches
were found on the types of 'direct contact' (positive and negative contacts) and 'indirect contact' (e-contact,
expansionist contact, imaginary contact, para-social contact, and intergenerational transmission contact).
In most of these studies, the effect of intergroup contact on reducing prejudice and discriminatory attitudes
towards immigrant students has been examined and it has been thought that all types of contact reduce
negative attitudes towards immigrant students and may have an important role in improving the
integration of immigrant students.

Anahtar Kelimeler

Refugee, Immigrant, Integration, Contact, School adjustment, Social integration

Göçmen Öğrencilerin Uyumlarında Temasın Rolü

Öz

Göçmen bireyler sosyal, ekonomik, politik ve psikolojik birçok problem yaşamaktadır. Bu problemlerin
başında ise göçmenlerin göç ettikleri yerde yaşadıkları uyum problemleri gelmektedir. Göçmenlik olgusu
kendi içinde birçok farklı göç türünü barındırmaktadır. Bu yüzden bu çalışmada göçmenlik olgusu, bir ülkeden
veya bir yerden başka bir ülkeye veya aynı ülkenin içinde farklı bir yere daimi veya geçici göç etmeyi ifade
edecek şekilde kullanılmıştır. Bu kapsamda, bu çalışmadagöçmen öğrenciler ile kast edilen
mülteci/sığınmacı/ekonomik veya başka nedenlerden kaynaklı göç eden öğrencilerin tümü için kullanılmıştır.
Bu anlamda bu çalışmanın amacı, göçmen öğrencilerin toplumsal uyumlarında temasın önemini ve göçmen
çocuklarına yönelik önyargı ve ayrımcı tutumları düşürmede temasın etkisini inceleyen araştırmaları
sistematik bir şekilde incelemektir. Çalışma kapsamında 2000 yılı sonrasında göçmen çocukların okula
uyumlarına yönelik Web of Science ve DergiPark veri tabanlarında Türkçe ve İngilizce dilllerinde yayımlanmış
araştırma makaleleri içerik analiziyle incelenmiştir. Çalışma bağlamında incelenen 47 makale sonucunda
‘doğrudan temas’ (olumlu ve olumsuz temaslar) ve ‘dolaylı temas’ (e-temas, yayılmacı temas, hayali temas,
para-sosyal temsili temas ve kuşaklararası aktarımlı temas) türlerinde araştırmalara rastlanmıştır. Bu
çalışmaların çoğunda gruplar arası temasın göçmen çocuklara yönelik önyargıyı, ayrımcı tutumları zayıflatma
etkisine bakılmış ve temas türlerinin tümünün göçmen çocuklara yönelik olumsuz tutumları düşürdüğü ve
göçmen çocukların uyumunu iyileştirmede önemli bir rolü olabileceği düşünülmüştür.

Anahtar Kelimeler

: Mülteci, Göçmen, Uyum, Temas, Okulda uyum

Kaynakça

• Ager, A., & Strang, A. (2008). Understanding integration: A conceptual framework. Journal of Refugee Studies, 21(2), 166–191. http://doi.org/10.1038/tpj.2011.14
• Allport, G. W. (1954). The nature of prejudice. Addison-Wesley.
• Alpaydın, Y. (2017). An analysis of educational policies for school-aged Syrian refugees in Turkey. Journal of Education and Training Studies, 5 (9), 36–44. https://doi.org/10.11114/jets.v5i9.2476
• Al Ramiah, A., & Hewstone, M. (2013). Intergroup contact as a tool for reducing, resolving, and preventing intergroup conflict: Evidence, limitations, and potential. American Psychologist, 68(7), 527–542. https://doi.org/10.1037/a0032603
• Aras, B., & Yasun, S. (2016). The educationa lopportunities and challanges of Syrian refugee students inTurkey: Temporary education centers and beyond. Sabancı University İstanbul Policy Center Stiftung Mercator Initiative, July 2016, İstanbul. http://research.sabanciuniv.edu/29697/1/syrianrefugees.pdf
• Bağcı, S. Ç., & Gungor, H. (2019). Associations between perceived positive and negative parental contact and adolescents’ intergroup contact experiences. International Journal of Intercultural Relations, 69, 76–86. https://doi.org/10.1016/j.ijintrel.2019.01.002
• Bağcı, S. C., Kumashiro, M., Smith, P. K., Blumberg, H., & Rutland, A. (2014). Cross-ethnic friendships: Are they really rare? Evidence fromsecondary schools around London. International Journal of Intercultural Relations 41, 125–137. http://dx.doi.org/10.1016/j.ijintrel.2014.04.001
• Bartletta, L., Mendenhallb, M., & Ghaffar-Kucher, A. (2017). Culture in acculturation: Refugee youth’s schooling experiences in international schools in New York City. International Journal of Intercultural Relations, 60, 109–119. http://dx.doi.org/10.1016/j.ijintrel.2017.04.005
• Barlow, F. K., Paolini, S., Pedersen, A., Hornsey, M. J., Radke, H. R., Harwood, J., & Sibley, C. G. (2012). The contact caveat: Negative contact predicts in-creased prejudice more than positive contact predicts reduced preju-dice. Personality and Social Psychology Bulletin, 38(12), 1629-1643. https://doi.org/10.1177%2F0146167212457953
• Baysal, Z. N., & Çimşir, S. (2020). Türkiye’ye göç ile gelen uluslararası ilkokul öğrencilerinin kendi perspektiflerinden okulda arkadaşlarıyla yaşadıkları sorunlar ve çözüm önerileri. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 71-87. https://dergipark.org.tr/en/pub/akuned/issue/56976/732027
• Berry, J. W. (1987). Acculturation and psychological adaptation: A conceptual overview. In J. W. Berry & R. C. Annis (Eds.), Ethnic psychology: Research and practice with immigrants, refugees, native peoples, ethnic groups and sojourners (pp. 41-52). Amsterdam: Swets & Zeitlinger.
• Berry, J. W. (1988). Understanding the process of acculturation for primary prevention. ERIC Clearinghouse 220
• Berry, J. W. (1990). Psychology of acculturation. In J. J. Berman (Ed.), Current theory and research in motivation, Vol. 37. Nebraska Symposium on Motivation, 1989: Cross-cultural perspectives (pp. 201-234). Lincoln, NE: University of Nebraska Press.
• Block, K., Cross, S., Riggs, E., & Gibbs, L.(2014).Supporting schools to create an inclusive environment for refugee students. International Journal of Inclusive Education, 18(12),1337-1355. https://doi.org/10.1080/13603116.2014.899636
• Bozdağ, F. (2020a). Acculturation orientation of migrant students. Education Quarterly Reviews, 3(4), 578-586. https://doi.org/10.31014/aior.1993.03.04.163
• Bozdağ, F. (2020b). Mülteci çocukların psikolojik sağlamlıkları ve kültürlenme stratejileri (Tez No. 619369) [Doktora tezi, Hacettepe Üniversitesi]. YÖK Tez Merkezi.
• Bozdağ, F. (2020c). Göç sonrası okullarda çeşitliliğin psikososyal yansımaları In E. Yeşilyurt (Ed.), Eğitim sosyal ve beşeri bilimlerine multidisipliner bakış (pp. 373-397). Güven Yayıncılık.
• Bozdağ, F., & Bilge, F. (2019). Migration process and its effects on mental health. In Ş. Ş. Erçetin & N. Potas (Eds.), Chaos, complexity and leadership: Explorations of chaos and complexity theory (pp. 87-102). Springer
• Bozdağ, F. & Bilge, F. (2021). Adaptation of the Vancouver Index of Acculturation to Turkish and Arabic. International Journal of Intercultural Relations, 80, 78-88. https://doi.org/10.1016/j.ijintrel.2020.11.002
• Brown, R., Eller, A., Leeds, S., & Stace, K. (2007). Intergroup contact and inter-group attitudes: A longitudinal study. European Journal of Social Psychology, 37(4), 692-703. https://doi.org/10.1002/ejsp.384
• Cameron, L., Rutland, A., Brown, R., & Douch, R. (2006). Changing Children's Intergroup Attitudes Toward Refugees: Testing Different Models of Extended Contact. Child Development, 77(5), 1208–1219. https://doi.org/10.1111/j.1467-8624.2006.00929.x
• Castro, V.S. (2003). Acculturation and psychological adaptation. Westport, CN: Greenwood Press.
• Chan, W. Y., & Birman, D. (2009). Cross-and same-race friendships of Vietnamese immigrant adolescents: A focus on acculturation and school diversity. International Journal of Intercultural Relations, 33, 313–324. https://doi.org/10.1016/j.ijintrel.2009.05.003
• Chen, X., & Graham, S. (2015). Cross-ethnic friendships and ıntergroup attitudes among Asian American adolescents. Child Development, 86(3), 749–764. https://doi.org/10.1111/cdev.12339
• Coşkun, İ., Ökten, C. E., Dama, N., Barkçin, M., Zahed, S., … ve Özsarp, H. (2017). Engelleri Aşmak: Türkiye’de Suriyeli Çocukları Okullaştırmak. Seta yayınları.
• Eller, A., Abrams, D., & Gomez, A. (2012). When the direct route is blocked: The extended contact pathway to improving intergroup relations. International Journal of Intercultural Relations, 36, 637– 646. http://dx.doi.org/10.1016/j.ijintrel.2012.03.005
• Ergün, N. (2020). Göçün sosyopsikolojik etkileri: Göçmenlere yönelik psikolojik danışma hizmetleri. In H. Sakız & H. Apak (Eds), Türkiyede göçmen kapsayıcılığı: Sorundan fırsata dönüşüm önerileri (pp.249-273). Ankara: Pegem Akademi.
• Ergün, N. (2021). Süryani Gençlerin Anlatı Kimliklerinde Kuşaklararası Anlatıların Rolü (10375608) [Yayınlanmamış Doktora Tezi, İstanbul Üniversitesi-Cerrahpaşa]. https://tez.yok.gov.tr/UlusalTezMerkezi/CikisServlet?islem=kul000
• Ertong Attar, G., & Küçükşen, D. (2019). Somehow familiar but still a stranger: Syrian students in Turkish higher education. Journal of International Migration and Integration, 20, 1041–1053. https://doi.org/10.1007/s12134-018-00647-8
• Eser, H. B., & Uygur, M. R. (2019). Suriyeli göçmenlere yönelik tutumların bütünleşik tehdit ve sosyal mesafe kuramları doğrultusunda incelenmesi: Süleyman Demirel üniversitesi örneği. Liberal Düşünce Dergisi, 95, 131-162. https://doi.org/10.36484/liberal.609598
• Fırat, M., & Ataca, B. (2020). When does imagined contact reduce prejudice? No evidence that in-group identification moderates the imagined contact effect. Social Psychology, 51(4), 254–266. https://doi.org/10.1027/1864-9335/a000413
• Findor, A., Hruska, M., Jankovska, P., & Pobudov, M. (2021). Re-examining public opinion preferences for migrant categorizations: “Refugees” are evaluated more negatively than “migrants” and “foreigners” related to participants’ direct, extended, and mass-mediated intergroup contact experiences. International Journal of Intercultural Relations 80, 262–273. https://doi.org/10.1016/j.ijintrel.2020.12.004
• Frounfelker, R. L., Miconi, D., Farrar, J., Brooks, M. A., Rousseau, C., Theresa S., & Betancourt, T. S. (2020). Mental Health of Refugee Children and Youth: Epidemiology, Interventions, and Future Directions. Annual Review of Public Health, 41(1), 159-176. https://doi.org/10.1146/annurev-publhealth040119-094230
• Gijsberts, M., & Dagevos, J. (2007). The Socio-cultural Integration of ethnic minorities in the Netherlands: Identifying neighbourhood effects on multiple ıntegration outcomes. Housing Studies, 22(5), 805-831. https://doi.org/10.1080/02673030701474768
• Giovannini, D., & Vezzali, L. (2011). Contact with immigrant parents as a predictor of teachers' attitudes and acculturation orientations toward immigrant children. International Journal about Parents in Education, 5(2), 65-76.
• Gómez, Á., & Huici, C. (2008). Vicarious intergroup contact and role of authorities in prejudice reduction. The Spanish Journal of Psychology, 11(1), 103–114. https://doi.org/10.1017/S1138741600004169
• Güler, M. (2019). Ortak iç-grup kimliği, gruplararası temas ve algılanan tehditlerin Suriyeli bireylere yardım etme niyeti üzerine etkisi. İnsan ve Toplum Bilimleri Dergisi, 8(2), 916-938. Retrieved from http://www.itobiad.com/issue/44987/497145
• Gustafsson, E., & Alawi, N. (2015). ‘Aliens—but friends’: practice placement at Balata refugee camp, Palestine. European Journal of Social Work, 18(3), 397-411. https://doi.org/10.1080/13691457.2014.925848
• Hannover, B., Kreutzmann, M., Haase, J., & Zander, L. (2020). Growing together—effects of a school-based intervention promoting positive self-beliefs and social integration in recently immigrated children. International Journal of Psychology, 55 (5), 713–722. https://doi.org/10.1002/ijop.12653
• Heeren, M., Wittmann, L., Ehlert, U., Schnyder, U., Maier, T., & Müller, J. (2014). Psychopatology and resident status – comparing asylum seekers, refugees, illegal mgrants, labor migrants, and residents. Comprehensive Psychiatry, 55, 818-825. https://doi.org/10.1016/j.comppsych.2014.02.003
• Huang, F., Shi, K., Zhou, M., Stathi, S., & Vezzali, L. (2020). Can interethnic contact between majority (Han) and minority (Uyghur) people in China influence sense of Chinese national Community? The role of positive and negative direct, extended and vicarious intergroup contact. International Journal of Intercultural Relations, 77, 125-159. https://doi.org/10.1016/j.ijintrel.2020.05.008
• İstanbul Bilgi Üniversitesi Çocuk Çalışmaları Birimi (2015). Suriyeli mülteci çocukların Türkiye devlet okullarındaki durumu: Politika ve uygulama önerileri. 15 Nisan 2021 tarihinde alınmıştır. http://cocuk.bilgi.edu.tr/wp-content/uploads/2020/02/Suriyeli-Cocuklar-Egitim-Sistemi-Politika-Notu.pdf
• Joyce, L., & Liamputtong, P. (2017). Acculturation stress and social support for young refugees in regional areas. Children and Youth Services Review, 77, 18–26. http://dx.doi.org/10.1016/j.childyouth.2017.03.016
• Karim, S., Hue, M. T., & Ullah, R. (2021). Acculturative challenges among Pakistani secondary school students in Hong Kong. International Journal of Intercultural Relations 82, 1–11. https://doi.org/10.1016/j.ijintrel.2021.02.006
• 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. https://pubmed.ncbi.nlm.nih.gov/20603342/
• Kneer, J., van Eldik, A. K., Jansz, J., Eischeid, S., & Usta, M. (2019). With a little help from my friends: Peer coaching for refugee adolescents and the role of social media. Medai and Communication, 7(2), 264-274. https://doi.org/10.17645/mac.v7i2.1876
• Küçükkömürler, S., & Sakallı-Uğurlu, N. (2017). Gruplar arası ilişkileri düzenlemede sosyal temas kuramları: Gruplararası, Yayılmacı ve Hayali Temas. Nesne Psikolojisi Dergisi, 5(9), 1-31. https://www.nesnedergisi.com/makale/pdf/1466592418.pdf
• Lindert, J., von Ehrenstein, O. S., Priebe, S., Mielck, A., & Brahler, E. (2009). Depression, anxiety in labor migrants and refugees – A systematic review and meta-analysis. Social Science & Medicine, 69(2), 246-257. https://doi.org/10.1016/j.socscimed.2009.04.032
• Mäkinen, V., Liebkind, K., Jasinskaja-Lahti, I., & Renvik, T. A. (2019). A teacher-led vicarious contact intervention in culturally mixed classrooms with in- and outgroup role models of intergroup friendship. Journal of School Psychology, 75, 27–40. https://doi.org/10.1016/j.jsp.2019.07.002
• Martiny, S. E., Froehlich, L., Soltanpanah, J. & Haugen, M. S. (2020). Young immigrants in Norway: The role of national and ethnic identity in immigrants’ integration. Scandinavian Journal of Psychology, 61, 312–324. https://doi.org/10.1111/sjop.12594
• Maué, E., Diehl, C., & Schumann, S. (2021). Young refugees in prevocational preparation classes: Who is moving on to the next step?. Journal for Educational Research Online, 13(1), 105–127. https://doi.org/10.31244/jero.2021.01.04
• Meeusen, C. (2014). The parent–child similarity in cross-group friendship and anti-immigrant prejudice: A study among 15-year old adolescents and both their parents in Belgium. Journal of Research in Personality, 50, 46–55. http://dx.doi.org/10.1016/j.jrp.2014.03.001
• Merrill, N. ve Fivush, R. (2016). Intergenerational narratives and identity across development. Developmental Review, 40, 72-92. http://dx. doi. org/10. 1016/j. dr. 2016. 03. 001
• Miles, E., & Crisp, R. C. (2014). A meta-analitic test of the imagined contact hypothesis. Group Process and Intergroup Relations, 17 (1), 3-26. https://doi.org/10.1177/1368430213510573
• Moreno, R. P., & Chuang, S. S. (2010). Challenges facing immigrant parents and their involvement in their children’s schooling. In S. S. Chuang & R. P. Moreno (Eds.), Immigrant children: Change, adaptation, and cultural transformation (pp. 239-254). United Kingdom: Lexington Books.
• Motti-Stefanidi, F., & Masten, A. S. (2017). A resilience perspective on immigrant youth adaptation and development. In N. J. Cabrera & B. Leyendecker (Eds.), Handbook on positive development of minority children and youth (pp. 19-34). Springer International Publishing.
• Munniksma, A., Verkuyten, M., Flache, A., Stark, T. H., & Veenstra, R. (2015). Friendships and outgroup attitudes among ethnic minorityyouth: The mediating role of ethnic and host societyidentification. International Journal of Intercultural Relations 44, 88–99. http://dx.doi.org/10.1016/j.ijintrel.2014.12.002
• Mülteciler Derneği (22.03.2021). Türkiye’deki Suriyeli Sayısı Şubat 2021. https://multeciler.org.tr/turkiyedeki-suriyeli-sayisi/
• Myeong, H., & Lee, A. (2021). Intergroup friendships between South Korean hosts and North Korean refugees: Implications for educational practices. British Educational Research Journal. https://doi.org/10.1002/berj.3698
• Nikolaou, G., & Samsari, E. (2020). Greek university students’ attitudes towards refugees: The role of contact with refugees in a common context since the beginning of refugees’ arrival. Revista Internacional de Estudios Migratorios, 10(1), 73-95. https://www.researchgate.net/publication/343811046
• Olğun Baytaş, M., & Çelik, A. (2020). Bir kapı aralamak: Yerel ve Suriyeli çocuklarla yaratıcı drama. Yaratıcı Drama Dergisi, 15(2), 227-258. https://doi.org/10.21612/yader.2020.024
• Özel, D., & Altunay-Yılmaz, H. (2021). Educational journey of refugee students: Suggestions for practitioners. Turkish Online Journal of Qualitative Inquiry (TOJQI), 12(2), 405-437. https://doi.org/10.17569/tojqi.852044
• Özkan, Ö. S., Tercan, M., Türnüklü, A., & Kaçmaz, T. (2020). Gruplararasi Olumlu Ve Olumsuz Temas: Ayni Sinifta Eğitim Gören Türkiyeli Ve Suriyeli İlkokul Öğrencilerinin Sinif İçi İlişkilerinin Sinif Öğretmenlerinin Gözünden İncelenmesi. Türkiye Sosyal Araştırmalar Dergisi, 24(3), 601-630. https://dergipark.org.tr/en/pub/tsadergisi/issue/58254/649223
• Paolini, S., Hewstone, M., Cairns, E. & Voci, A. (2004) Effects of direct and indirect cross-group friendships on judgments of Catholics and Protestants inNorthern Ireland: The mediating role of an anxiety-reduction mechanism. Personality and Social Psychology Bulletin, 30(6), 770–786. https://doi.org/10.1177/0146167203262848
• Pettigrew, T. F. (1998). Intergroup contact theory. Annual Review of Psycholo-gy, 49(1), 65-85. https://doi.org/10.1146/annurev.psych.49.1.65
• Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751-783. https://psycnet.apa.org/doi/10.1037/0022-3514.90.5.751
• Pettigrew, T. F., Tropp, L. R., Wagner, U., & Christ, O. (2011). Recent advances in intergroup contact theory. International Journal of Intercultural Relations, 35(3), 271–280. https://doi.org/10.1016/j.ijintrel.2011.03.001
• Rousseau, C., & Guzder, J. (2008). School-based prevention programs for refugee children. Child and Adolescent Psychiatric Clinics of North America,17(3), 533-549. https://nps.uqam.ca/upload/files/prevention/rousseau.pdf
• Saklan, E., & Erginer, A. (2017). Classroom management experience with Syrian refugee students. Education Journal, 6(6), 207-214. doi: 10.11648/j.edu.20170606.17
• Serin, H., & Bozdag, F. (2020). Refugee children from the point of school administrators and teachers’ experiences. European Journal of Educational Research, 9(4), 1453-1470. https://doi.org/10.12973/eu-jer.9.4.1453
• Sinclair, S., Dunn, E., & Lowery, B. (2005). The relationship between parental racial attitudes and children’s implicit prejudice. Journal of Experimental Social Psychology, 41(3), 283–289. https://doi.org/10.1016/j.jesp.2004.06.003
• Sarmini, I., Topçu, E., & Scharbroadt, O. (2020). Integrating Syrian refugee children in Turkey: The role of Turkish language skills (A case study in Gaziantep). International Journal of Educational Research Open, 1, 1-8. https://doi.org/10.1016/j.ijedro.2020.100007
• Sezgin, A. A., & Yolcu, T. (2016). Göç ile gelen uluslararası öğrencilerin sosyal uyum ve toplumsal kabul süreçleri. Humanitas, 4(7), 417-436. https://dergipark.org.tr/en/pub/humanitas/issue/26343/277582
• Smith, E. M., & Minescu, A. (2021). Comparing normative influence from multiple groups: Beyond family, religious ingroup norms predict children’s prejudice towards refugees. International Journal of Intercultural Relations, 81, 54–67. https://doi.org/10.1016/j.ijintrel.2020.12.010
• Spyropoulou, E., Sourlantzi, A., Karakosta, A., Kotsampasoglou, M. & Giov, T. (2020). Longitudinal evaluation of friendship project: A multicultural – antiracist program for elementary school children. Current Psychology. https://doi.org/10.1007/s12144-020-00842-w
• Stefaniak, A., & Bilewicz, M. (2016). Contact with a multicultural past: A prejudice-reducing intervention. International Journal of Intercultural Relations, 50, 60–65. http://dx.doi.org/10.1016/j.ijintrel.2015.11.004
• UNICEF (2019). Yaygın eğitim programı. 15.04.2021 tarihinde alınmıştır. https://www.unicef.org/turkey/media/8006/file
• Tercan, M., Bisagno, E., Cocco, V. M., Kaçmaz, T., Turnuklu, A., Stathi, S., & Vezzali, L. (2020). Reducing prejudice toward Syrian refugee children: A vicarious contact intervention among Turkish elementary school children. Journal of Community Psychology. https://doi.org/10.1002/jcop.22480
• Tip, L. K., Brown, R., Morrice, L., Collyer, M., & Easterbrook, M. J. (2019). Improving refugee well-being with better language skills and more ıntergroup contact. Social Psychological and Personality Science, 10(2), 144–151. https://doi.org/10.1177/1948550617752062
• Topçu, E., Büyükbeşe, T., & Durmuş, Ü. (2019). Suriyeli öğrencilerin bakış açısı ile göç ve eğitim. KalMIRE Cyay ı n No 1 , Ankara.
• Torres, H. J. (2020). Now I feel comfortable being around people I don’t know”: The benefits of including cultural consultants in teaching about world cultures. The Journal of Social Studies Research. https://doi.org/10.1016/j.jssr.2020.09.004
• Trueba, H.T. (1988). Raising silent voices: Educating the linguistic minorities for the 21st century. New York: Harper & Row.
• Turner, R. N., Hewstone, M., & Voci, A. (2007a). Reducing explicit and implicit outgroup prejudice via direct and extended contact: The mediating role of self-disclosure and intergroup anxiety. Journal of Personality and Social Psychology, 93, 369-388. https://doi.org/10.1037/0022-3514.93.3.369
• Turner, R. N., Crisp, R. J. ve Lambert, E. (2007b). Imagining intergroup contact can improve intergroup attitudes. Group Processes & Intergroup Rela-tions, 10(4), 427-441. https://doi.org/10.1177%2F1368430207081533
• Wilson-Daily, A. E., Kemmelmeier, M., & Prats, J. (2018). Intergroup contact versus conflict in Catalan high schools: A multilevel analysis of adolescent attitudes toward immigration and diversity. International Journal of Intercultural Relations, 64, 12–28. https://doi.org/10.1016/j.ijintrel.2018.03.002
• White, F. A. ve Abu-Rayya, H. M. (2012). A dual identity-electronic contact (DIEC) experiment promoting short-and long-term intergroup harmo-ny. Journal of Experimental Social Psychology, 48(3), 597-608. https://psycnet.apa.org/doi/10.1016/j.jesp.2012.01.007
• White, F. A., Abu-Rayya, H. M., & Weitzel, C. (2014). Achieving twelve-months of intergroup bias reduction: The dual identity-electronic contact (DIEC) experiment. International Journal of Intercultural Relations, 38, 158– 163. http://dx.doi.org/10.1016/j.ijintrel.2013.08.002
• White, F. A., Borinca, I., Vezzali, L., Reynolds, K. J., Lyshol, J. K. B., Verrelli, S., & Falomir-Pichastor, J. M. (2021). Beyond direct contact: The theoretical and societal relevance of indirect contact for improving intergroup relations. Journal of Social Issues. https://doi.org/10.1111/josi.12400
• Wright, S. C., Aron, A., McLaughlin-Volpe, T., & Ropp, S. A. (1997). The extend-ed contact effect: Knowledge of cross-group friendships and preju-dice. Journal of Personality and Social psychology, 73(1), 73-90. https://psycnet.apa.org/doi/10.1037/0022-3514.73.1.73
• Vezzali, L., Stathi, S., & Giovannini, D. (2012). Indirect contact through book reading: Improving adolescents’ attitudes and behavioral intentions toward immigrants. Psychology in the Schools, 49, 148–162. https://doi.org/10.1002/pits.20621
• Vezzali, L., Stathi, S., Giovannini, D., Capozza, D., & Visintin, E. P. (2015a). ‘And the best essay is. . .’: Extended contact and cross-group friendships at school. British Journal of Social Psychology, 54, 601–615. https://doi.org/10.1111/bjso.12110
• Vezzali, L., Stathi, S., Giovannini, D., Capozza, D., Trifiletti, E. (2015b). The greatest magic of Harry Potter: Reducing prejudice. Journal of Applied Social Psychology, 45, 105–121. https://doi.org/10.1111/jasp.12279
• Vezzali, L., Stathi, S., Crisp, R. J., & Capozza, D. (2015c). Comparing direct and imagined intergroup contact among children: Effects on outgroup stereotypes and helping intentions. International Journal of Intercultural Relations, 49, 46–53. http://dx.doi.org/10.1016/j.ijintrel.2015.06.009
• Yanık-Özger, B., & Akansel, A. (2019). Okul öncesi sınıfındaki suriyeli çocuklar ve aileleri üzerine bir etnografik durum çalışması: Bu sınıfta biz de varız!. Eğitimde Nitel Araştırmalar Dergisi, 7(3), 942-966. https://dergipark.org.tr/tr/download/article-file/790879
• Yu, B., Vyas, L., & Wright, E. (2020). Crosscultural transitions in a bilingual context: the interplays between bilingual, individual and interpersonal factors and adaptation. Journal of Multilingual and Multicultural Development, 41(7), 600-619. https://doi.org/10.1080/01434632.2019.1623224
• Zengin, M., & Ataş-Akdemir, Ö. (2020). Teachers’ views on parents involvement for refugee children’s education. Journal of Computer and Education Research, 8(15), 75-85. https://doi.org/10.18009/jcer.649547