Multivariatni razlagalni model družbenih dejavnikov integracije priseljenih mladostnikov v Evropi : doktorska disertacija

Dežan, Lucija

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Title:	Multivariatni razlagalni model družbenih dejavnikov integracije priseljenih mladostnikov v Evropi : doktorska disertacija
Authors:	ID Dežan, Lucija (Author) ID Sedmak, Mateja (Mentor) More about this mentor... ID Lavrič, Miran (Comentor)
Files:	DOK_Dezan_Lucija_2025.pdf (3,78 MB) MD5: CA32BC29559CDE7D542A81FCA05F99A8
Language:	Slovenian
Work type:	Doctoral dissertation
Typology:	2.08 - Doctoral Dissertation
Organization:	FF - Faculty of Arts
Abstract:	Razumevanje integracije priseljenih učenk in učencev je pomembno v luči naraščajoče etnične, jezikovne ter kulturne heterogenosti evropskih izobraževalnih ustanov in držav. Šole predstavljajo za večino priseljenih učenk in učencev prvi ter glavni prostor, kjer spoznavajo značilnosti države sprejema, s svojim delovanjem pa pospešujejo ali otežujejo integracijski proces. Uspešno integracijo priseljenih učenk in učencev razumemo kot dvosmeren ter večdimenzionalen proces, ki na dolgi rok omogoča njihovo družbeno, ekonomsko in politično sodelovanje ter preprečuje negativne vidike družbene izključenosti (npr. revščino, izkoriščanje, etnično segregacijo ali getoizacijo). Že obstoječa literatura je sicer ločeno naslovila posamezne dejavnike integracije, povezane z makro, mezo ali mikro ravnjo, vendar ostaja razmeroma neraziskano, kako se ti dejavniki prepletajo ter v kolikšni meri določajo integracijske izide priseljenih učenk in učencev. To je še posebej problematično v luči širših družbenih trendov, povezanih z vzponom skrajno desnih strank ter populističnega protiudara, ki krepijo protipriseljenski sentiment. Le s poglobljenim razumevanjem integracijskega procesa, utemeljenim na empiričnih podatkih, lahko namreč oblikujemo politike in ukrepe, ki bodo prispevali k zniževanju ksenofobnih stališč. Ta disertacija zapolnjuje omejeno vrzel s proučevanjem strukturnih značilnosti držav ter izobraževalnih sistemov v povezavi z individualnimi dejavniki priseljenih učenk in učencev v kontekstu šolskega okolja. Pri tem smo bili posebej pozorni na šest kazalnikov integracije: integracijo v šolsko okolje, obšolske dejavnosti in medvrstniško skupino ter psihološko dobrobit, znanje jezika države sprejema ter učni uspeh priseljenih učenk in učencev. Raziskava temelji na neslučajnostnem priložnostnem vzorcu učenk in učencev (N = 3244) iz šestih evropskih držav in 40 izobraževalnih ustanov. Rezultati poudarjajo izrazit pomen inkluzivnega delovanja pedagoškega osebja, ki se je izkazal kot najmočnejši napovednik integracije priseljenih učenk in učencev. Dodatno se je izkazalo, da predstavljajo osnovne šole pomembno podporno okolje za integracijo, kar pripisujemo bolj individualiziranim ukrepom, širšemu naboru obšolskih dejavnosti ter tesnejšemu sodelovanju s priseljenimi družinami v primerjavi s srednjimi šolami. Ugotovili pa smo tudi, da odraščanje v bolj urbanem okolju prispeva k boljšemu znanju jezika države sprejema ter višjim stopnjam psihološke dobrobiti priseljenih učenk in učencev. Urbana okolja s svojo infrastrukturo (npr. ljudske univerze, knjižnice, jezikovne šole, kulturna društva) in etnično heterogenim prebivalstvom omogočajo lažje usvajanje jezika države sprejema, ohranjanje lastnih kulturnih značilnosti ter spoznavanje nove družbe, kar prispeva k hitrejši integraciji. Na podlagi ugotovitev ob koncu podamo tudi priporočila za oblikovanje političnih ukrepov na področju integracije priseljenih učenk in učencev.
Keywords:	integracija, priseljeni učenci in učenke, kazalnik integracije, šola, migracije, upravljanje z večkulturnostjo
Geographic coverage:	Evropa;
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	L. Dežan
Year of publishing:	2025
Number of pages:	1 spletni vir (1 datoteka PDF (289 str.))
PID:	20.500.12556/DKUM-92911
UDC:	376-054.7:316.4.063.4(4)(043.3)
COBISS.SI-ID:	255735299
Publication date in DKUM:	04.11.2025
Views:	172
Downloads:	82
Metadata:
Categories:	FF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	25.05.2025

Secondary language

Language:	English
Title:	A multivariate explanatory model of social determinants of integration of migrant adolescents in europe
Abstract:	Understanding the integration of migrant learners is crucial in the context of increasing ethnic, linguistic, and cultural diversity in European educational institutions and countries. For many migrant learners, schools represent the first and main space where they acquaint themselves with the characteristics of the host country, while also playing a key role in either facilitating or hindering the integration process. Successful integration of migrant learners is understood as a two-way, multidimensional process that enables long-term social, economic, and political participation and helps prevent the negative aspects of social exclusion (e.g., poverty, exploitation, ethnic segregation, or ghettoization). Although existing literature has addressed individual factors of integration related to the macro, meso, or micro levels separately, it remains relatively underexplored how these factors interact and to what extent they shape the integration outcomes of migrant learners. This is particularly problematic in light of broader societal trends, such as the rise of far-right parties and populist backlash, which fuel anti-immigration sentiments. Only through a deep, empirically grounded understanding of the integration process can we develop policies and measures that help reduce xenophobic attitudes. This dissertation addresses this gap by examining the structural characteristics of countries and educational systems in relation to individual factors of migrant learners within the school context. Special attention is given to six indicators of integration: integration into the school environment, extracurricular activities, and peer groups, as well as psychological wellbeing, language proficiency, and academic success of migrant learners. The research is based on a non-probability convenience sample of learners (N = 3244) from six European countries and 40 educational institutions. The results highlight the significant importance of inclusive teaching staff, which emerged as the strongest predictor of migrant learner integration. Furthermore, primary schools were found to be a particularly supportive environment for integration, likely due to more individualized approaches, a broader range of extracurricular activities, and closer cooperation with migrant families. It was also found that growing up in more urban environments contributes to better host-country language skills and higher levels of psychological wellbeing among migrant learners. Urban areas, with their infrastructure (e.g., adult education centres, libraries, language schools, cultural associations) and ethnically diverse populations, facilitate easier language acquisition, the preservation of cultural identity, and engagement with the host society, thereby accelerating integration. Based on these findings, the dissertation concludes with recommendations for shaping policy measures related to the integration of migrant learners.
Keywords:	integration, migrant learners, integration indicators, school, migration, multicultural governance

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