The Bioecological Model as a Perspective to Interpret Foreign-born Students' Early School Leaving: a Multifactorial Approach
DOI:
https://doi.org/10.6092/issn.1825-8670/10081Keywords:
Early School Leaving, Bioecological Model, Foreign-born Student, Multifactorial Analytical Approach, Protective FactorsAbstract
This article examines the theoretical implications associated with the study of the phenomenon of early school leaving amongst foreign-born students. Its aim to provide an overview of a theoretical framework able to describe and capture the different factors involved in this complex problem. This paper begins with a description of the phenomenon of early school leaving amongst foreign-born students, while the second part the article outlines the theoretical framework underlying the study of school dropout, according to a systemic and bioecological perspective of development. Here, different dimensions are analyzed, referring in particular to the ecological model as proposed by Bronfenbrenner (1995): time, interactional, personal, social and cultural dimensions are discussed. Drawing on a systemic, multifactorial, analytical approach, this reflection deepens the understanding of how different factors influence the academic pathways of foreign-born students, causing irregularity in the course of their studies and raising the risk of leaving school early.References
Barabanti, P. (2016). Apprendimenti e gap territoriali. Una comparazione fra studenti italiani e stranieri. In M. Santagati & V. Ongini (Eds.), Alunni con cittadinanza non italiana. La scuola multiculturale nei contesti locali. Rapporto nazionale a.s. 2014/2015 (pp. 109–135). Milano: ISMU-MIUR.
Bergson, H. (2004). Durata e simultaneità (a proposito della teoria di Einstein) e altri testi sulla teoria della relatività; tr. a cura di Fabio Polidori, Raffaello Cortina, Milano. (Original work Durée et simultanéité, à propos de la théorie d'Einstein published 1922)
Bornstein, M. H. (1991). Cultural approaches to parenting. Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental psychology, 22(6), 723. https://doi.org/10.1037/0012-1649.22.6.723
Bronfenbrenner, U. (1995). The bioecological model from a life course perspective: Reflections of a participant observer. In P. Moen, G. H. Elder, Jr., & K. Lüscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 599–618). Washington, DC, US: American Psychological Association. https://doi.org/10.1037/10176-017
Bronfenbrenner, U. (1997). The ecology of cognitive development: Research models and fugitive findings. In K. Arnold, & I. C. King (Eds.), College student development and academic life: Psychological, intellectual, social and moral issues (pp. 295–336). New York, London: Routledge.
Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nuture reconceptualized in developmental perspective: A Bioecological model. Psychological review, 101(4), 568. https://doi.org/10.1037/0033-295X.101.4.568
Bronfenbrenner, U., & Morris, P. A. (2006). The Bioecological model of human development. Handbook of child psychology. In W. Damon & R. Lerner (Eds.), Handbook of child psychology (pp. 793–828). New York: Wiley. https://doi.org/10.1002/9780470147658.chpsy0114
Catarci, M., & Fiorucci, M. (2015). Intercultural education in the European context: theories, experiences, challenges. Farnham, Surrey & Burlington, VT: Ashgate. https://doi.org/10.4324/9781315589220
CEU (2008). Livre blanc sur le dialogue interculturel. Vivre ensemble dans l’égale dignité. Strasbourg: Council of Europe. Retrieved from https://www.coe.int/t/dg4/intercultural/Source/Pub_White_Paper/White%20Paper_final_revised_FR.pdf
Colombo, M. & Santagati, M. (2014). Nelle scuole plurali. Misure di integrazione degli alunni stranieri. Milano: Franco Angeli.
Decreto Legislativo 76 del 15 aprile 2005 “Definizione delle norme generali sul diritto-dovere all’istruzione e alla formazione ai sensi dell’articolo 2, comma 1, lettera c, della legge 28 marzo 2003, n. 53”
Elder Jr, G. H. (1998). The life course as developmental theory. Child development, 69(1), 1–12. https://doi.org/10.1111/j.1467-8624.1998.tb06128.x
Erickson, F. (2004). Talk and social theory. Cambridge: Polity Press.
Erickson, F. (2011). Culture. In Levinson, B. A., & Pollock, M. (Eds.), A Companion to the Anthropology of Education (pp.25–33). Malden, MA: Wiley-Blackwell. https://doi.org/10.1002/9781444396713.ch2
European Commission/EACEA/Eurydice, 2013. Education and Training in Europe 2020: Responses from the EU Member States. Eurydice Report. Brussels: Eurydice.
Folgheraiter, K. e Tressoldi, P. E. (2003). Apprendimento scolastico degli alunni stranieri: Quali fattori lo favoriscono? Psicologia dell’educazione e della formazione, 3, 365–387
Goodwin, A. L. (2002). Teacher preparation and the education of immigrant children. Education and Urban Society, 34, 156–172. https://doi.org/10.1177/0013124502034002003
Grant, C. A., & Sleeter, C. E. (2007). Doing multicultural education for achievement and equity. New York: Routledge.
Henderson, A., & Mapp, K. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Laboratory
Hollins, E. R., & Guzman, M. T. (2005). Research on preparing teachers for diverse populations. Studying teacher education: The report of the AERA panel on research and teacher education, 477, 548. Mahwah, NJ: Lawrence Erlbaum
Irvine, J. J. (2003). Educating teachers for diversity: Seeing with the cultural eye. New York: Teachers College Press.
Juvonen, J., Kogachi, K., & Graham, S. (2017). When and how do students benefit from ethnic diversity in middle school? Child Development, 89(4), 1268–1282. https://doi.org/10.1111/cdev.12834
Marks, A. K., Ejesi, K., & García Coll, C. (2014). Understanding the U.S. immigrant paradox in childhood and adolescence. Child Development Perspectives, 8, 59–64. https://doi.org/10.1111/cdep.12071
MIUR – Ministero dell’Istruzione, dell’Università e della Ricerca (2018). Gli alunni con cittadinanza non italiana A.S. 2016/2017, https://miur.gov.it/pubblicazioni.
MIUR – Ministero dell’Istruzione, dell’Università e della Ricerca (2019). La dispersione scolastica nell’anno scolastico 2016/2017 e nel passaggio all’anno scolastico 2017/2018, https://miur.gov.it/pubblicazioni.
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). New York, NY: Springer. https://doi.org/10.1007/978-3-319-43645-6_2
Motti-Stefanidi, F., Berry, J., Chryssochoou, X., Sam, D. L., & Phinney, J. (2012). Positive immigrant youth adaptation in context: Developmental, acculturation, and social psychological perspectives. In A. S. Masten, K. Liebkind, & D. J. Hernández (Eds.), Realizing the potential of immigrant youth (pp. 117–158). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139094696.008
Murineddu, M., Duca, V. A., & Cornoldi, C. (2006). Difficoltà di apprendimento scolastico degli studenti stranieri. Difficoltà di apprendimento, 12(1), 49–70.
Pianta, R. (2019). Le interazioni insegnante-alunno: misurazione, impatti, miglioramento e politiche. Ricerche di psicologia, 1, 69–82.
Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. https://doi.org/10.1037/10314-000
Pianta, R. C. (2001). La relazione bambino-insegnante: aspetti evolutivi e clinici. Roma: Cortina.
Pianta, R. C., Hamre, B., & Stuhlman, M. (2003). Relationships between teachers and children. Handbook of psychology, 199–234. https://doi.org/10.1002/0471264385.wei0710
Pollock, M., Deckman, S., Mira, M., & Shalaby, C. (2010). “But what can I do?”: Three necessary tensions in teaching teachers about race. Journal of Teacher Education, 61(3), 211–224. https://doi.org/10.1177/0022487109354089
Roessingh, H., & Field, D. (2000). Time, Timing, Timetabling: Critical Elements of Successful Graduation of High School ESL Learners. TESL Canada Journal, 18(1), 17–31. https://doi.org/10.18806/tesl.v18i1.897
Rogoff, B. (1998). Cognition as a collaborative process. In W. Damon (Ed.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (pp. 679–744). Hoboken, NJ, US: John Wiley & Sons Inc.
Santagati, M. (2014). La ricerca sociologica sulle classi multietniche in Italia. In M. Colombo, M. Santagati, & E. Besozzi (Eds.), Nelle scuole plurali: misure di integrazione degli alunni stranieri. Milano: FrancoAngeli
Santero, A. (2006). Seconde generazioni in una scuola di Torino: la riuscita scolastica come costruzione sociale. Meridiana, 147–170.
Siraj, I., & Mayo, A. (2014). Social class and educational inequality: The impact of parents and schools. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139086387
Stanton-Salazar, R. D. (2011). A social capital framework for the study of institutional agents and their role in the empowerment of low-status students and youth. Youth & Society, 43, 1066–1109. https://doi.org/10.1177/0044118X10382877
Stebleton, M. J. (2011). Understanding immigrant college students: Applying a developmental ecology framework to the practice of academic advising. NACADA Journal, 31(1), 42–54. https://doi.org/10.12930/0271-9517-31.1.42
Suárez-Orozco, C., Gaytán, F. X., Bang, H. J., Pakes, J., O’Connor, E., & Rhodes, J. (2010). Academic trajectories of newcomer immigrant youth. Developmental Psychology, 46, 602–618. https://doi.org/10.1037/a0018201
Suárez-Orozco, C., Motti-Stefanidi, F., Marks, A., & Katsiaficas, D. (2018). An integrative risk and resilience model for understanding the adaptation of immigrant-origin children and youth. American Psychologist, 73(6), 781. https://doi.org/10.1037/amp0000265
Suarez-Orozco, M., Darbes, T., Dias, S. I., & Sutin, M. (2011). Migration and Schooling. Annual Review of Anthropology, 40, 311–328. https://doi.org/10.1146/annurev-anthro-111009-115928
Suárez-Orozco, M., & Suárez-Orozco, C. (2015). Children of Immigration. Phi Delta Kappan, 97(4), 8–14. https://doi.org/10.1177/0031721715619911
Super, C. M., & Harkness, S. (2002). Culture structures the environment for development. Human development, 45(4), 270–274. https://doi.org/10.1159/000064988
Titzmann, P. F. (2014). Immigrant adolescents’ adaptation to a new context: Ethnic friendship homophily and its predictors. Child Development Perspectives, 8, 107–112. https://doi.org/10.1111/cdep.12072
Van de Vijver, F. J. R. (2017). Acculturation. In M. H. Bornstein, M. E. Arterberry, K. L. Fingerman, & J. E. Lansford (Eds.), The Sage encyclopedia of lifespan human development (pp. 11–15). Los Angeles, CA: Sage.
Ventura, M. (2012). Between intercultural and critical pedagogy: the subtle exclusion of immigrant students. Intercultural Education, 23(6), 555–565. https://doi.org/10.1080/14675986.2012.731206
Vygotskij, L. S., Leont'ev, A. N., Lurija, A. R., & Villa, A. (1993). Lo sviluppo psichico del bambino. Roma: Editori riuniti.
WHO – World Health Organization (2001), ICF: International Classification of Functioning, disability and health, Geneva. Trad. it. OMS (2002). ICF: Classificazione Internazionale del funzionamento, della disabilità e della salute. Trento: Erickson.
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Caterina Bembich
This journal is licensed under a Creative Commons Attribution 4.0 International License (full legal code).
