A QUALITATIVE STUDY ON EDUCATION RIGHTS AND PROBLEMS OF IMMIGRANT FAMILIES’ CHILDREN
Journal Title: The Journal of International Social Research - Year 2013, Vol 6, Issue 27
Abstract
The purpose of this study is to determine educational rights and problems of children of families who immigrated to city of Van. The study is designed as a general survey based on qualitative research method. The study group of the research consists of 7 classroom teachers who are employed in seven elementary schools in Van, 9 subject matter teachers, and 11 school administrators, as 27 participants in total. In this study with interview as data collection tool, content analysis and descriptive analyses techniques were used to analyze the data. Obtained findings are presented as appropriate supported with quantitative explanations. The results of the study showed that participants in the three groups (administrator, classroom, and subject matter teachers) had consensus on the following: in general, children of immigrant families do not adequately benefit from equality, equal possibilities and opportunities in education; they have the right to education, however, they generally do not adequately benefit from this right; children suffer from adaptation problem at school; as a result of immigration, children are influenced by the city culture and become distant to their own families. However, there are conflicting views of orientation in education among participants. Contrary to classroom and subject matter teachers, administrators stated that children have problems of orientation in education; children of immigrant families coming from different cultures experience culture conflicts with their friends; they cannot form good relationships with their friend groups; they also experience culture conflicts due to adaptation problems in the environment. Classroom and subject matter teachers, on the other hand, stated that children of the immigrant families experience conflicts with the environment due to the fact that families do not pay attention.
Authors and Affiliations
Cem TOPSAKAL
Keywords
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- EP ID EP265653
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