Adaptation process for immigrant students: Findings in vulnerable schools in Santiago, Chile

Abstract

The relationship of psychosocial variables linked to the process of immigrant adaptation in the Chilean school context is studied. An instrument that measures acculturation stress, psychological well-being and discriminatory behaviors and a record of school performance was applied. The sample was 124 students. The results indicate that the barriers in adaptation are socio-affective. Regressions are established that allow us to conclude that the presence of discriminatory experiences, the difficulty of making new friends, and differentiated treatment for the migrant status are mediating variables of the adaptive process, so it is necessary to adopt intercultural approaches to face the school culture.