Child and Youth Studies, University West , Trollhättan, Sweden.
Int J Qual Stud Health Well-being. 2020 Dec;15(sup2):1783859. doi: 10.1080/17482631.2020.1783859.
This study probes educational leaders and practitioner's views about social integration with newly arrived im/migrant and refugee students. A sociological perspective of education is used in conjunction with a thematic analysis of neoliberal approaches to diversity management and its social implications for the health and well-being for im/migrant students.
An interview study with 15 educational leaders and practitioners in schools and recreational centres was carried out. Thereof, seven department heads, three principals, and five educators. Data-production consisted of a semi-structured interview guide about practitioners' views on social integration.
The results of the study indicate that there is a tendency to emphasize academic achievement and individual effort in compulsory education and in voluntary settings. The im/migrant students' needs for help, assistance with social and psychological support are viewed as obstacles to social integration.
Findings suggest universal approaches to diversity management in education tend to stress individual agency but fail to acknowledge individuals' lack of control over structural factors. The organizational structure of schooling creates both affordances and obstacles for social integration beyond the control of the individual which add to the burden of social integration on the individual im/migrant students.
本研究探讨了教育工作者和实践者对新移民和难民学生融入社会的看法。本研究采用社会学视角，结合对新自由主义多样性管理方法及其对新移民学生健康和福祉的社会影响的专题分析。
对学校和娱乐中心的 15 名教育工作者和实践者进行了访谈研究。其中有 7 名系主任、3 名校长和 5 名教育工作者。数据采集包括一份关于从业者对社会融合看法的半结构化访谈指南。
研究结果表明，在义务教育和自愿环境中，存在强调学业成绩和个人努力的倾向。移民学生对帮助、社会和心理支持的需求被视为社会融合的障碍。
研究结果表明，教育中的多样性管理普遍方法倾向于强调个人能动性，但未能承认个人对结构因素的缺乏控制。学校教育的组织结构为社会融合创造了机遇和障碍，这些机遇和障碍超出了个人的控制范围，增加了移民学生个人融入社会的负担。
