A systematic and integrative review of qualitative research exploring experiences of acculturation and education among African-born migrants. (January 2022)

• Record Type: Journal Article
• Authors: Deslandes, Christine; Kaufmann, Leah M.; Anderson, Joel R.
• Is Part Of: International journal of intercultural relations. Volume 86(2022)
• Page Start: 240
• Page End: 257
• Publication Date: 2022-01
• Subjects: Acculturation -- Education -- African -- Migrant -- Meta-synthesis; Intercultural communication -- Periodicals; Cultural relations -- Periodicals; Cross-cultural studies -- Periodicals; Communication interculturelle -- Périodiques; Relations culturelles -- Périodiques; Études transculturelles -- Périodiques; Cross-cultural studies; Cultural relations; Intercultural communication; Periodicals; 303.482
• DOI: 10.1016/j.ijintrel.2021.12.007
• Languages: English
• ISSNs: 0147-1767

Abstract

Abstract: This paper presents the findings of a systematic review that synthesizes the qualitative findings for acculturation and education experiences among African-born migrants. Systematic searches were conducted across seven databases for English language studies using qualitative research methodologies. The search strategy identified 25 studies ( n = 511), and a meta-synthesis of their findings revealed that typically adoption of host culture enhanced African-born migrants' academic achievement, academic adjustment, and peer relationships, participation in education, and parent and guardian-based support. The findings were interpreted as suggesting that migrants who can adopt the host culture have better educational experiences. However, adoption of host culture in some cases was not related to better educational experiences. The findings of this review have implications for policy to support African-born migrants. Highlights: Synthesizes qualitative studies on African migrants' acculturation and education. Acculturation to host typically positively impacts educational experiences. Findings are largely in relation to language proficiency. Found limited use of acculturation models in qualitative studies.