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The case of the immigrantsEquality & Inclusion, Utrecht (November 28-29)

PAUL LESEMAN – UTRECHT UNIVERSITY, THE NETHERLANDS

MARTINE BROEKHUIZEN – UTRECHT UNIVERSITY, THE NETHERLANDS

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Presentations

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• Turkish and Maghrebian immigrant families in Europe. Experiences of inter-cultural contact, discrimination, and well-being and attitudes towards multicultural and multilingual education.Martine Broekhuizen – Utrecht University

• Inclusive and exclusive language use in German (pre)schools. Perspectives and experiences of Turkish mothers.Hande Erdem – Free University Berlin

• “Don’t give me a fish but teach me how to fish”: Empowerment of parentsSoha Shat – It’s my child foundation

• Discussion by Paul Leseman

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Turkish and Maghrebian immigrant families in EuropeExperiences of inter-cultural contact, discrimination, and well-being and attitudes towards multicultural and multilingual education

MARTINE BROEKHUIZENPAUL LESEMAN

THE ISOTIS RESEARCH TEAM

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ISOTIS parent interview studies

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Aim: Gain in-depth knowledge about the experience of living as an immigrant parent in Europe to inform our (educational) practice, interventions, and policies.

Method: Structured and in-depth interviews by interviewers with multiple language and cultural backgrounds

This presentation:Differences between parents with a Turkish (NL, DE, EN, NO) or Maghrebian (NL, FR, IT) migration background in…

- Perceived discrimination and intercultural contact - Well-being, belonging, and parental self-efficacy- Attitudes about multicultural and multilingual education

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Participants structured interviews

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Turkish (N = 878) Maghrebian (N = 866)EN DE NL NO NL IT FR

N 293 338 247 64 293 307 266Gender, % woman 85.3 93.2 99.6 93.8 99.7 100.0 99.2Age (M, SD) 38.9 (5.8) 37.9 (6.0) 37.3 (5.3) 37.1 (5.8) 38.8 (5.9) 36.9 (6.4) 35.7 (7.0)Native-born or immigrant %

1st generation 93.8 58.2 54.7 70..8 62.9 97.4 40.51.5th generation 2.7 7.4 6.5 3.1 17.2 1.6 2.72nd generation 3.0 33.8 38.9 24.6 19.9 1.0 56.8

Educational level %Low 30.4 36.1 38.1 10.9 45.1 57.2 51.4Medium 35.5 40.9 40.1 53.1 41.6 32.9 23.6High 34.1 23.0 21.9 35.9 13.3 9.9 25.1

Income decile (M, SD) 4.6 (3.0) 5.2 (2.7) 4.9 (2.8) 4.2 (2.4) 3.9 (2.7) 2.6 (1.4) -Material depriv. (M, SD) 1.6 (2.2) 1.5 (1.8) 1.6 (2.1) 0.7 (1.5) 2.2 (2.2) 3.7 (2.6) 2.1 (2.1)

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Perceived discrimination

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How often do you feel discriminated or unfairly treated because of your ethnic-cultural background, by

Personal (α’s .62 to .73)1. People in your neighbourhood2. Parents in the (pre-)school of your child3. Teachers in the (pre-)school of your child4. People working in healthcare (e.g., general practitioner, family health center)

Group/Media5. Statements in social or public media (e.g., Facebook, national news on television/radio)

Scale: never (1) to often (4)

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Perceived discrimination

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1

1.5

2

2.5

3

3.5

4

EN DE NO NL FR IT NL

Turkish Maghrebian

Personal Group

• Relatively low levels ofpersonal perceived discrimination

• Relatively high levels of group perceived discrimination.

never

often

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Qualitative data – Personal perceived discrimination

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7TURO116 No no. Well nothing that went too far that I experienced as discrimination. Only, there was an old lady… I thought it was because of her age, she was around 70 or 80 years old. She said “go to your country”, when she passed me by…

7TURY113Sometimes you do have that. Last year I enrolled my children in after-school care. ‘Yes, you are migrants right, so you only eat halal’, you know like that. Not like, do they have an allergy or can they eat anything you know, but more like, you are migrants so.. [laughs]. She doesn’t mean it that way, I could tell by the look on her face, but I had a bit like.. oh, okay, you know…

7MAGHO209No, I’ve actually never heard from my children that they were discriminated. It is ehh.. more discrimination in Morocco itself, when we are on holiday. Yes, when you are bullied as the children from “7”, July, month 7. You feel more outside there in your own country, in your own country of origin, than in the Netherlands itself.

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Qualitative data – Group perceived discrimination

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7MAGHO209Then there comes a Geert Wilders, that Rita Verdonk came afterwards and after that again Geert Wilders. Then you notice that more people dare to say, the Moroccans should go out of the country. No more Moroccans, Moroccans are criminals, Moroccans this, Moroccans that. You do notice from everything the media is showing, like oh there is hatred against Moroccans.

7MAGHO125M: There are plenty of immigrants who do well, who do their best and have good jobs. They have a bond with the Netherlands, they say the Netherlands is our country. But if you watch the news then you see a completely different image that’s been portrayed and that really hurts me. Especially when Wilders talks. Not that every Moroccan is good, but there are plenty who actually do well. As with that statement of him: ‘’less Moroccans’’, when I heard that, I was really hurt. I thought ‘’why?’’I: Has the society became tougher compared to before that you memorize?M: Yes, Dutch people became more harsh. If you look at how we were treated before, you didn’t have the feeling you were a foreigner at all. NOW it’s gone really bad.

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Inter-cultural contact

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Frequency (r’s . 41 to .76)How often, if at all, do you interact with [nationality] parents at the…1) … preschool/school of your child?2) … In your neighborhood?Scale: never (1) to often (4)

Quality (r’s .55 to .86)How do you feel about interacting with parents with a [nationality] background1) … at the preschool/school of your child?2) … within your neighborhood?Scale: I don’t enjoy it (1) to I enjoy it a great deal (4)

Source: Laurence et al. (2018)

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Frequency and quality of inter-cultural contact

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Freq. : never (1) to often (4)Quality: I don’t enjoy it (1) to

I enjoy it a great deal (4)

1

1.5

2

2.5

3

3.5

4

EN DE NO NL FR IT NL

Turkish Maghrebian

Frequency Quality

• Parents interact on average only ‘rarely’ to ‘sometimes’ with native-born people (Maghrebian > Turkish).

• If they do have contact, they enjoy it on average quite a bit.

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Amount of low and high quality inter-cultural contact

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Scale: never (1) to often (4)

1

1.5

2

2.5

3

3.5

4

EN DE NO NL FR IT NL

Turkish MaghrebianLow quality Med/High quality

• Parents experience only few instances of low quality inter-cultural contact.

• They experience more instances of med/high quality contact (Maghrebian > Turkish), though still not frequently.

often

never

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Qualitative data – Intercultural contact

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7TURO204In here, there are a lot of foreigners. There used to be more Dutch people. Nowadays mostly Moroccan, Turkish… I mean I can say that it is almost a Morocan neighbourhood. The school that I send my child to, you cannot find a single Dutch child, there is none. That is it…only Moroccan. But when I first came here, it was not like that. A Dutch person could greet you. We used to say ‘Hello’ and go on. But then all of this ended, gone. Now they look at you with unfriendly eyes. Let alone greeting…I don’t know. Well that’s how it is.

7MAGHY123I: That is why you just pointed out why it is important to you that it is a mixed school?M: Indeed, that it is mixed and that it is not only one culture. That you don’t have only Moroccan or Turkish people, because then you won’t get any advantage from that, I think. If you only look at the language, how the children communicate with each other, that already is not proper Dutch. I find that annoying.

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Parental well-being

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General life satisfaction (3 items, α’s .58 to .79)Source: Verkuyten (2008)

I am satisfied with my lifeIf I could live my life over, I would change almost nothing

Life satisfaction in country (4 items, α’s .78 to .87)Source: Verkuyten (2008)

I feel at home in [national country] I feel accepted in [national country]

Parental self-agency (5 items, α’s .57 to .85)Source: Dumka et al. (1996)

I feel sure of myself as a parent,I can solve most problems between me and my child.

Response scale: disagree (1) to agee (5)

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Parental well-being

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Scale: disagree (1) to agree (5)

1

2

3

4

5

EN DE NO NL FR IT NL

Turkish Maghrebian

General life satisfaction

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2

3

4

5

EN DE NO NL FR IT NL

Turkish Maghrebian

Parental self-agency

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2

3

4

5

EN DE NO NL FR IT NL

Turkish Maghrebian

Life satisfaction in country

The parents are, on average, quite satisfied with their life in general and in the country (though definitely room for improvement). They report higher levels of self-agency.

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• General life satisfaction: being 1st generation (-), material deprivation (-), perceived neighborhood quality (+), perceived social support (+), religiosity (+), personal and group perceived discrimination (-), and high quality inter-cultural contact (+) (R2 = .14)

• Life satisfaction in the country: perceived social support (+), religiosity (-), personal and group perceived discrimination (-), and high quality inter-cultural contact (+) (R2 = .15)

• Parental self-agency: being 1st generation (+), low educational level (-), perceived social support (+), group perceived discrimination (-), and high quality inter-cultural contact (+) (R2 = .10)

• Large variations between (and within) groups and countries à Likely due to differences in integration policies between countries and characteristics of the samples.

Predictors of well-being

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Attitudes multicultural & multilingual education

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Multicultural attitudes – 3 items, e.g., 1. In the preschool/school, it is important that teachers are sensitive to differences between children

from different countries and cultures. 2. It is important for children to learn that people from other cultures can have different ideas on

what is important to them. Source: Hachfeld, et al. (2011).

Multilingual attitudes – 2 items1. Non-[national language]speaking children should be offered the opportunity to learn their home

language at preschool/school. 2. Non-[national language]speaking children should be allowed to speak their home language to each

other at preschool/school. Source: Pullinx, van Avermaet & Agirdag (2017)

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Attitudes multicultural & multilingual education

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1

1.5

2

2.5

3

3.5

4

4.5

5

EN DE NO NL FR IT NL

Turkish Maghrebian

Multicultural educ. Multilingual educ.

Agree

Disagree

• Parents stress importance of multicultural education

• More variation in terms of multilingual education.

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Qualitative data - multilingual education

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7MAGHO125I: Have you ever discussed with your husband how you want to raise your children? For example about what languageyou want to speak with them?M: No, we have never discussed it and we just went with our own gut. In terms of language; they live here and theyare ought to speak the language well. Problem is if we are on holiday, then they often don’t understand their family.That is my only problem, but as for the rest it’s okay, they live here and they have to know the language well. Dutch andEnglish, I even think that English is better for them. The English language you can use it all over the world. Dutch andBerber is for here alone, you can’t move forward much with it.

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In summary...

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• Parents with a migrant background are, on average, quite satisfied with their life in generaland in the country (though room for improvement). They report higher levels of self-agency.

• Levels of personal perceived discrimination are relatively low, but relatively high levels of group perceived discrimination.

• Parents with a migrant background interact, on average, only rarely to sometimes with native-born people (Maghrebian > Turkish). If they do have contact, they enjoy it on average quite a bit.

• Higher levels of perceived social support, less discrimination and more high-quality contact are related to higher levels of well-being, belonginess and self-efficacy.

• Parents stress the importance of multicultural education; more variation in terms of the importance of multilingual education.

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Policy recommendations

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• Promote inter-cultural values (e.g., acceptance, tolerance) and address discrimination on local levels (e.g., schools), but especially also national levels (e.g., avoiding biased content selection and inaccurate group portrayal in the media).

• Provide opportunities for positive, high quality, inter-cultural contact within neighborhoods and schools (e.g., creation of inter-cultural hubs).

• Strengthen families’ social support networks as a protective factor for parental well-being and belonginess.

• Have a strong focus on multicultural education in (pre-)primary schools (see also work from WP4 for inspiration J).

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www.isotis.orgM.L.Broekhuizen@uu.nl

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Data-collection coordinators

England: Katharina Ereky-Stevens, Pinar KolancaliGermany: Katrin Wolf, Hande Erdem, Yvonne AndersFrance: Aude Faugeron, Jérôme MbiatongItaly: Sophie Sarcinelli, Giulia PastoriNetherlands: Melissa Be, Martine BroekhuizenNorway: Helga Norheim, Thomas Moser

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