This study involves 35 research participants: 20 immigrant parents (primarily mothers from South America, North Africa, Eastern Europe and the Middle East) and 15 primary school children, aged 10–11. These children were born outside Italy and primary school was their first encounter with the Italian educational system. We observed their processes of integration through their stories and those of their parents. Our investigation aims to identify factors that support or inhibit their school integration. We adopt an ecological research paradigm, proposing a vision of knowledge as rooted in natural life contexts, focusing on subjectivity. Analysis of the data led to identification of core categories concerning these families’ experiences and their children's encounters with Italian schools. This paper focuses on the children's perspectives of their experiences with school.

In Italy, the presence of immigrant children is constantly increasing. During their school attendance they met significant academic and educational difficulties. This study tried to find some answers in order to support their integration. To consider their points of view could be helpful in order to develop some useful reflections on their experiences and needs, and to design educational interventions to support their integration, based on their point of view as "sophisticated thinkers and communicators". We conducted a qualitative research. The main questions were: "How was your experience in Italian schools? What difficulties did you encounter? Who helped you? What would you suggest to help the integration of a new immigrant child in class?". Research participants were 15 children, aged 10 to 11. These children were born outside of Italy and primary school was their first encounter with the Italian educational system. We used: a. focus group in order to identify the most important areas of investigation; b. conversational interview. All interviews were recorded and transcribed. During the focus group and interviews, the children's teacher helped to create a reassuring atmosphere for the children. In the process of their socio-academic integration, the children we interviewed emphasized: the role of personal relationships with classmates and teachers in order to promote a sense of belonging in class, in school and in the host society; the importance of mastering the second language to be able to enter into the new world. Because of the limited size of our sample, these findings shouldn’t be viewed as representative, yet they seem to confirm the results of previous research. There are still unanswered questions and a need for further research in the study of the successful long-term integration process of migrant children.

In Italy, 9.2% of school students come from a migrant family. Of these, 55.3% were born in Italy itself. With the data revealing a situation in which these young, second-generation migrants face educational disadvantages that lead to structural inequality and social injustice, we ask: which adults are supporting them during their education? We present results from a qualitative study that, to date, has involved 25 young adults from migrant families. The data highlight the importance of primary and secondary agents of socialisation, though they more clearly decry the isolation that ‘differentness’ brings. The institutional context (schools, job market, welfare/citizenship policies) generates unintentional segregation that leads to social exclusion. In Italy, two issues come to the fore: (a) the inadequacies of the school system (curriculum, teacher training, support of L2 acquisition) and (b) citizenship laws that penalise second-generation migrants.

In the present study, we adapted and validated the Bicultural Identity Integration Scale for Children (BIIS-C). 259 bicultural children (119 males, 140 females; M_age = 11.07, SD = 1.24) were provided with a questionnaire. Based on adult versions of the scale, we tested the factorial structure of a set of 11 nonreversed items tapping into harmony (vs. conflict; six items) and blendedness (vs. compartmentalization; five items) dimensions. A two-factor model was compared with a one-factor model. In line with research on adults, results showed that the two-factor model (with nine items) fitted the data better than the one-factor model. The two dimensions yielded reliable scores and were correlated in the expected direction with personality variables, acculturation attitudes, and perceived discrimination. The BIIS-C provides valid and reliable scores for research on biculturalism in childhood. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Alors qu’assumer les fonctions parentales dans un contexte d’immigration devient toujours plus difficile, les enfants eux doivent se charger du rôle ingrat de réparer la fracture symbolique qui fragilise leur nouvelle identité. Comment les nouvelles générations font-elles face à ce défi ? Quelles formes adopte le rapport parents-enfants ? Quelles perceptions les enfants nés ici de parents migrants ont-ils d’eux-mêmes ? Afin d’examiner ce qu’il advient aux jeunes de ‘seconde génération’ et à leurs familles dans le contexte italien, des entretiens semi-structurés ont été réalisés avec des jeunes nés et élevés ici, par des parents venus d’ailleurs. L’article s’appuie sur l’analyse des données recueillies grâce à 47 entretiens auprès de jeunes de différentes nationalités, âgés de 18 à 30 ans. L’analyse des données s’appuie sur l’approche phénoménologique et le processus de codification ouverte guidé par le principe de la fidélité au phénomène.

Managing cultural diversity remains a challenge in secondary schools in Spain. In this paper, we approach cultural diversity from the standpoint of school counsellors, who are key professionals attending to immigrant pupils. Through the use of qualitative research techniques (semi-structured interviews and discussion groups), the strengths, weaknesses, opportunities, and threats are identified by counsellors. The findings show the need to implement pupil-focused responses sensitive to their cultural identity and based on the collaboration of all agents involved. Likewise, the school is defined as a privileged setting in which to celebrate cultural diversity and the pivotal role that counsellors play in this process is highlighted.