Abstract
This study describes an intervention designed to promote integration between Ethiopian and Israeli students (N = 93) in Grades 2 to 5 and adaptation of these immigrants to school norms of behavior and to discipline. The metaphor of “cultural mosaic” was used for describing the goal state. To achieve a comprehensive school reform, the curriculum was enacted on four levels: individual student, school and classroom, staff, and community (parents and local council). The intervention effects were evaluated in three domains via questionnaires, interviews, and observations – the domains being the academic, behavioral, and personal-social realms. Four stages were identified in the process: an opening stage, the euphoria stage, the setback stage, and the final stage of a new equilibrium. Results suggest that both the natives' and the immigrants' needs and difficulties have to be attended to in each of the stages. The social domain was found to be the most salient in the integration process, although integration within it may take less time and be more feasible than academic accommodation.
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Eilam, B. Toward the Formation of a “Cultural Mosaic”: A Case Study. Social Psychology of Education 2, 263–296 (1997). https://doi.org/10.1023/A:1009607818943
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DOI: https://doi.org/10.1023/A:1009607818943