Strategies for Dealing with Conflicts in Value Positions between Home and School: Influences on Ethnic Minority Students’ Development of Motives and Identity
Restricted accessResearch articleFirst published online June, 2005
Strategies for Dealing with Conflicts in Value Positions between Home and School: Influences on Ethnic Minority Students’ Development of Motives and Identity
A theoretical model is presented in which participation in the school community is
viewed as a multifaceted activity. In this model, culture is conceptualized as
traditions of practice and as a societal field. The school practice and the role of
the family and their differences in value positions about school life are
interpreted as a central factor for children’s involvement and
participation in school practice and for the type of conflict they may face. The
type of conflict and the individual’s strategy for dealing with it
influence the children’s development of motives and identity.
Discrepancies and conflicts between Turkish-Danish students’ motives and
their parents’ value positions about school life are analysed to see how
this influences young persons’ feelings of well-being and development of
motives and competencies. The analyses draw on (a) interviews with Turkish-Danish
youth about their school life, friends, subject matter learning, family and future
plans, and (b) interviews with parents about their conception of their
children’s school life and future.
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