EXPERIENCES OF ACCULTURATION AND BELONGING AMONG IMMIGRANT BACKGROUND SECONDARY SCHOOL STUDENTS IN SOUTHERN FINLAND

Abstract

This study contributes to research on acculturation by examining the relationship between immigrant students’ acculturation strategies and their adaptation as measured by life satisfaction, school liking, majority language skills, national identity, and subjective socioeconomic status. Through principal component analysis, three scales were constructed that reflect different experiences of acculturation and belonging: Feeling different and discriminated against, Needing to speak and act “Finnish” and Differences are accepted. The relationships between students’ experiences of these dimensions, and their adaptation, were analyzed while controlling for their generation of immigration and voluntariness in the migration process. The sample included 162 first- and second-generation immigrant youth studying in Southern Finland. As expected, students who felt their differences were accepted demonstrated the most positive adaptation. Students who felt different and discriminated against showed the most negative adaptation. Interestingly, students who felt they had to act like a native Finn to be successful in life, were more likely to identify as Finns and to like school. Significant interaction effects were found between generation of immigration and voluntariness. Based on the findings, it is recommended that first, government and school policies reflect a higher commitment to multiculturalism. Second, the social construction of Finnish identity must be expanded to include space for different ethnic backgrounds. Third, support for acquisition of the Finnish language should be continued to promote access to Finnish national identity and positive adaptation. And finally, schools should clearly and openly communicate information and expectations regarding zero-tolerance of racism and discrimination to avoid negative adaptation.