School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers
This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students’ openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents’ academic persis...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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University of Windsor
2022-04-01
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| Series: | Journal of Teaching and Learning |
| Online Access: | https://jtl.uwindsor.ca/index.php/jtl/article/view/6878 |
| _version_ | 1828044325250924544 |
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| author | Reza Nakhaie Howard Ramos Fatima Fakih |
| author_facet | Reza Nakhaie Howard Ramos Fatima Fakih |
| author_sort | Reza Nakhaie |
| collection | DOAJ |
| description |
This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students’ openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents’ academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth’s educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants’ country of origin, respect them, and interact with them.
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| first_indexed | 2024-04-10T17:55:06Z |
| format | Article |
| id | doaj.art-78d38d150b4447fab3b7fb8d9c59dba0 |
| institution | Directory Open Access Journal |
| issn | 1911-8279 |
| language | English |
| last_indexed | 2024-04-10T17:55:06Z |
| publishDate | 2022-04-01 |
| publisher | University of Windsor |
| record_format | Article |
| series | Journal of Teaching and Learning |
| spelling | doaj.art-78d38d150b4447fab3b7fb8d9c59dba02023-02-02T18:53:00ZengUniversity of WindsorJournal of Teaching and Learning1911-82792022-04-0116110.22329/jtl.v16i1.6878School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and PeersReza Nakhaie0Howard Ramos1Fatima Fakih2University of WondsorWestern UniversityUniversity of Windsor This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students’ openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents’ academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth’s educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants’ country of origin, respect them, and interact with them. https://jtl.uwindsor.ca/index.php/jtl/article/view/6878 |
| spellingShingle | Reza Nakhaie Howard Ramos Fatima Fakih School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers Journal of Teaching and Learning |
| title | School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers |
| title_full | School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers |
| title_fullStr | School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers |
| title_full_unstemmed | School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers |
| title_short | School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers |
| title_sort | school environment and academic persistence of newcomer students the roles of teachers and peers |
| url | https://jtl.uwindsor.ca/index.php/jtl/article/view/6878 |
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