Nytilkomne og canadiske gymnasieelever er venlige, men ikke venner

I takt med at international migration fortsætter med at vokse i omfang, kompleksitet og effekt, social integration af nytilkomne er blevet et spørgsmål af global bekymring. Det er især et iøjnefaldende problem for Canada, et land med en af ​​de højeste globale immigrationsrater.

I løbet af de fem år mellem 2006 og 2011, mere end en million udenlandsk fødte mennesker immigrerede til Canada. Forskere på tværs af Canada er enige om, at eksisterende integrationspolitikker i Canada primært har fokuseret på nytilkomnes socioøkonomiske integration, og var mindre opmærksomme på social og følelsesmæssig integration.

Det antages generelt i større værtslande, at børn og unge, der er uddannet i værtslandet, automatisk vil blive integreret i samfundet og udvikle et tilhørsforhold.

Dette er tilsyneladende ikke tilfældet. Utallige undersøgelser i store globale værtslande har dokumenteret, at nytilkomnes sociale integration ikke sker spontant i skolen. Mange unge nytilkomne, der dimitterer fra gymnasier, føler sig fortsat fremmedgjort fra det almindelige samfund.

For bedre at forstå, hvad der understøtter eller hindrer meningsfulde peer-interaktioner mellem nytilkomne og lokale studerende, min kollega Nancy Arthur og jeg fra Werklund School of Education ved University of Calgary interviewede over 50 unge nytilkomne og lokale canadiske studerende på tre Calgary gymnasier for at forstå deres erfaringer og perspektiver.

Vi definerede nytilkomne som børn, der var ankommet til Canada i de sidste tre år, som alle talte engelsk som andetsprog og boede og blev uddannet i et andet land, før de ankom til Canada. Canadiske studerende var dem, der var født i Canada, eller kom til Canada før de fyldte seks år. På trods af vores bestræbelser på at rekruttere et repræsentativt og forskelligartet udvalg af canadiske indenlandske deltagere i undersøgelsen, vi tiltrak hovedsageligt piger i denne prøve.

Venskab giver gensidige fordele

Vores forskning har fokuseret på potentielle venskabsforhold mellem nytilkomne og hjemlige teenagere, fordi interkulturelle venskaber giver flere fordele for begge:i racemæssigt og etnisk forskelligartede skoler, studerende, der har flere tværetniske venskaber, føler sig tryggere, mindre ensom og mindre sårbar over for social nød.

Interkulturelle venskaber er forbundet med stærkere lederevner og bedre opfattet social kompetence. Men for nye indvandrere er det at blive venner med jævnaldrende i hjemmet den sværeste opgave i deres tilpasningsproces.

Forskning med internationale studerende i vestlige samfund har konsekvent fundet, at på trods af internationale studerendes ønske om at være socialt engageret med indenlandske studerende, sidstnævnte er stort set uinteresserede i at tage kontakt til deres internationale ligestillede, og niveauet af interkulturel interaktion er lavt.

Vores foreløbige resultater tyder på, at de nytilkomne studerende, vi talte med, oplever flerlagsbarrierer i deres sociale integration, især i at blive venner med lokale studerende. Disse barrierer spænder fra sproglige og psykologiske til sociale og kulturelle.

Kliker og komfort

Interviewpersoner nævnte ofte nytilkomnes manglende engelskkundskaber som en nøglefaktor, der begrænser mulighederne og dybden af ​​peer-interaktion.

Men bag denne simple forklaring er komplicerede psykologiske, sociale og kulturelle faktorer, der spiller sammen for at påvirke den enkeltes menneskelige adfærd.

En fremtrædende barriere er den menneskelige tilbøjelighed til at socialisere med lignende andre - hvad sociologisk teori kalder homofili.

Både nytilkomne og canadiske deltagere delte deres observationer af, hvordan venskabsgrupper dannet af nytilkomne og canadiske studerende arbejder for at hindre interkulturel peer-interaktion. Interactions between them are often limited to classroom activities and saying "hi" in the hallway.

Cynthia, a Grade 10 Canadian student of European descent, shared the observation that international students "prefer to speak in their mother language because it feels more comfortable with them. Then they develop almost, like, cliques … "

Some international students, imidlertid, experienced the social inclusion and exclusion related to cliques for the first time in Canadian schools. April, a Grade 12 international student, shared the following observation:"You know I learned about cliques for the first time in Canada … I've lived in many countries, like Tunisia and Nigeria, Algeria … Like I've been in a lot of places and I've never experienced the cliques before. Det var, like, very exclusive."

One challenge frequently experienced by some newcomer students is the feeling of discomfort and anxiety when talking to Canadian students. Tilsvarende Canadian students also feel either they do not know what to say to newcomers, or worry they may say something wrong and offend the newcomers.

For both, it takes motivation as either self-interest or kindness, cultural open-mindedness, interpersonal skills and sometimes support from teachers to leave comfort zones.

Newcomers' strengths

Contrary to general perceptions of newcomers as vulnerable and needing help, our study strongly suggests newcomers are also truly assets to Canadian schools and society, bringing in new experiences, perspectives, skills and strengths.

Win, a Grade 12 student who had arrived from China six months earlier, told us:"The Canadian students found that we can be good friends because I can help them with math and science and they can help me with English … We found that if it's worth to make friends with each other."

Aya, a Syrian refugee who could not yet speak fluent English, formed a group with her friends and named it "Giving Back from Your Heart." Sammen, they give out flowers at the Chinook Mall, visit nursing homes to talk with elderly people and help other newcomers to Canada. Aya said they do these things because they enjoy the freedom in Canada, and see Canadians as kind and respectful of different religions.

Prejudice and stigma

While Canada is generally regarded globally as being a tolerant and liberal country, the domestic Canadian participants in our study acknowledged prejudice and stigma among themselves toward newcomers. They believe media coverage of religious extremism, terrorism and the high influx of refugees played a role in their view of newcomers.

Sam, a Canadian boy of Chinese descent, pointed to a negative influence of media shaping stereotypes of people from the Middle East:"There's definitely stigma. I've heard people say different things about different cultures … like Syrian things or the terrorism in the Middle East right now. I feel like the Canadian people here have kind of gone like backwards with racist things, after hearing all of that bad stuff on the media."

Jane, a Canadian girl of European descent, said she disagreed with the way her Canadian friend treats newcomers— as "lower." We noted that the differences between Jane and her friend mentioned here were their levels of exposure to other cultures and languages, encouraged by their respective families, and consequently their understanding of newcomer peers and motivation to interact with them.

Broadening the comfort zone

Our preliminary research shows that despite significant efforts to welcome and support young newcomers in Calgary and Alberta schools, similar to schools in other Western countries, social og følelsesmæssig integration of newcomers remains a challenging task.

Our research suggests this challenge can be overcome if there is a societal-wide effort by schools, parents and government-funded programs to promote intercultural and interpersonal motivation, knowledge and skills of both newcomers and Canadian students to make friends with peers different from themselves.

Denne artikel er genudgivet fra The Conversation under en Creative Commons-licens. Læs den originale artikel.