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The Role of Sports in School Belonging of Syrian Refugee Students in Turkey / Türkiye'deki Suriyeli Mülteci Öğrencilerin Okula Aidiyetlerinde Sporun Rolü

Yıl 2022, Cilt: 13 Sayı: 2, 1 - 17, 30.04.2022

Ahmet Enes Sağın Mehmet Akif Yücekaya Sinan Uğraş Cenk Temel

https://doi.org/10.19160/e-ijer.1024983
Cited By: 1

Öz

In this study, it is aimed to determine how being in school sports teams with Turkish students affects the sense of school belonging of Syrian students and to analyze the process before and after joining school sports teams. Explanatory sequential design, one of the mixed research methods, was used in the research. In the quantitative aspect of the study, a school belonging scale was applied to a total of 472 Syrian and Turkish students. In the qualitative dimension, interviews were conducted with 7 Syrian students in the school sports teams. Syrian students have a lower level of school belonging compared to Turkish students. When the school belonging levels of the Syrian students who are in the school sports team and the Syrian students who are not in the school sports teams are compared, it has been revealed that there is a significant difference in favor of the Syrian students who are in the school sports teams. Qualitative interviews were also found to support these findings. As a result of the research, it is shown that the participation of Syrian students in sports activities can prevent many psychosocial problems they experience in school. At the same time, it is seen that sports teams can contribute to Syrian students' forming a social circle of friends, socialization, accelerating the adaptation process, cooperation, complying with school rules, and increasing their level of satisfaction with the school.

Anahtar Kelimeler

Sport Integration Refugee students Immigrant student School belonging

Kaynakça

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  • Allen, K., Vella-Brodrick, D., & Waters, L. (2016). Fostering School Belonging in Secondary Schools Using a Socio-Ecological Framework. The Educational and Developmental Psychologist, 33(1), 97-121. doi:10.1017/edp.2016.5
  • Almutairi, J. (2015). Problems Immigrants Face In Host Countries. International Business & Economics Research Journal (IBER), 14(4), 691-698.
  • Amara, M., Aquilina, D., Argent, E., Betzer-Tayar, M., Coalter, F., Green, M., & Taylor, J. (2005). The roles of sport and education in the social inclusion of asylum seekers and refugees: An evaluation of policy and practice in the UK. Loborough: Institute of Sport and Leisure Policy, Loghborough University and Stirling University.
  • Arıkan, G. (2019). Spor lisesi öğrencilerinde okula aidiyet duygusu. Social Mentality and Researcher Thinkers Journal, 5(15), 40-44.
  • Atencio, M. (2006) ‘Crunk’, ‘cracking’ and ‘choreographies’ [manuscript]: the place and meaning of health and physical activity in the lives of young people from culturally diverse urban neighbourhoods, PhD thesis, University of Wollongong.
  • Aykora, E., & Uğraş, S. (2020). Investigation of the Relationship between Attitude Against Extracurricular Sport Activities and Levels of Attachment to School of High School Students With Structural Equation Model, International Journal of Eurasian Education and Culture, 9, 561-592.
  • Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research papers in education, 24(1), 1-27.
  • Biddle, S. J., Fox, K. R., Boutcher, S. H., & Faulkner, G. E. (2001). The way forward for physical activity and the promotion of psychological well-being. Physical activity and psychological well-being, 154-168.
  • Bjereld, Y., Daneback, K., & Petzold, M. (2015). Differences in prevalence of bullying victimization between native and immigrant children in the N ordic countries: a parent‐reported serial cross‐sectional study. Child: care, health and development, 41(4), 593-599.
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Türkiye'deki Suriyeli Mülteci Öğrencilerin Okula Aidiyetlerinde Sporun Rolü / The Role of Sports in School Belonging of Syrian Refugee Students in Turkey

Yıl 2022, Cilt: 13 Sayı: 2, 1 - 17, 30.04.2022

Ahmet Enes Sağın Mehmet Akif Yücekaya Sinan Uğraş Cenk Temel

https://doi.org/10.19160/e-ijer.1024983
Cited By: 1

Öz

Bu araştırmada okul spor takımlarında Türk öğrencilerle birlikte yer almanın Suriyeli öğrencilerin okul aidiyet duygularına nasıl etki ettiğinin belirlenmesi ile okul spor takımlarına katılmadan ve katıldıktan sonraki sürecin analiz edilmesi amaçlanmıştır. Araştırmada karma araştırma yöntemlerinden açımlayıcı sıralı desen kullanılmıştır. Araştırmanın nicel boyutunda toplam 472 Suriyeli ve Türk öğrenciye okul aidiyet ölçeği uygulanmıştır. Nicel veri setinin yapı geçerliliğinin sınanması için doğrulayıcı faktör analizi yapılmıştır. Verilerin analizinde jamovi 1.8.1 kullanılırken DFA analizinde ise AMOS 23 istatistik programı kullanılmıştır. Nitel boyutunda ise okul spor takımlarında yer alan 7 Suriyeli öğrenci ile görüşme yapılmıştır. Araştırmanın nitel bölümünden elde edilen veriler Braun ve Clarke’ın tematik analiz prosedürlerine göre analiz edilmiştir. Suriyeli öğrencilerin Türk öğrencilere kıyasla okul aidiyetleri daha düşük düzeyde çıkarken, okul spor takımında yer alan Suriyeli öğrencilerle okul spor takımlarında yer almayan Suriyeli öğrencilerin okul aidiyet düzeyleri karşılaştırıldığında ise okul spor takımlarında yer alan Suriyeli öğrenciler lehine anlamlı bir farklılık olduğu ortaya çıkmıştır. Nitel görüşmelerin de bu bulguları destekler nitelikte olduğu belirlenmiştir. Araştırma sonuncunda Suriyeli öğrencilerin sportif faaliyetlerde yer almasının okul içerisinde yaşadıkları birçok psikososyal sorunların önüne geçebileceğini göstermektedir. Aynı zamanda spor takımları aracılığıyla Suriyeli öğrencilerin sosyal arkadaş çevresi oluşturmasına, sosyalleşmesine, uyum sürecinin hızlanmasına, işbirliğine, okul kurallarına uymasına, okuldan memnuniyet düzeylerinin de artmasına katkı sağlayabileceği görülmektedir.

Anahtar Kelimeler

spor Entegrasyon Mülteci öğrenciler Göçmen öğrenciler Okul aidiyeti

Kaynakça

  • Ahmadi, S., Hassani, M., & Ahmadi, F. (2020). Student-and school-level factors related to school belongingness among high school students. International Journal of Adolescence and Youth, 25(1), 741-752.
  • Akar-Vural, R., Yılmaz-Özelçi, S., Çengel, M., & Gömleksiz, M. (2013). The development of the “Sense of Belonging to School” Scale. Eurasian Journal of Educational Research. 53, 215-230.
  • Allen, K., Vella-Brodrick, D., & Waters, L. (2016). Fostering School Belonging in Secondary Schools Using a Socio-Ecological Framework. The Educational and Developmental Psychologist, 33(1), 97-121. doi:10.1017/edp.2016.5
  • Almutairi, J. (2015). Problems Immigrants Face In Host Countries. International Business & Economics Research Journal (IBER), 14(4), 691-698.
  • Amara, M., Aquilina, D., Argent, E., Betzer-Tayar, M., Coalter, F., Green, M., & Taylor, J. (2005). The roles of sport and education in the social inclusion of asylum seekers and refugees: An evaluation of policy and practice in the UK. Loborough: Institute of Sport and Leisure Policy, Loghborough University and Stirling University.
  • Arıkan, G. (2019). Spor lisesi öğrencilerinde okula aidiyet duygusu. Social Mentality and Researcher Thinkers Journal, 5(15), 40-44.
  • Atencio, M. (2006) ‘Crunk’, ‘cracking’ and ‘choreographies’ [manuscript]: the place and meaning of health and physical activity in the lives of young people from culturally diverse urban neighbourhoods, PhD thesis, University of Wollongong.
  • Aykora, E., & Uğraş, S. (2020). Investigation of the Relationship between Attitude Against Extracurricular Sport Activities and Levels of Attachment to School of High School Students With Structural Equation Model, International Journal of Eurasian Education and Culture, 9, 561-592.
  • Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research papers in education, 24(1), 1-27.
  • Biddle, S. J., Fox, K. R., Boutcher, S. H., & Faulkner, G. E. (2001). The way forward for physical activity and the promotion of psychological well-being. Physical activity and psychological well-being, 154-168.
  • Bjereld, Y., Daneback, K., & Petzold, M. (2015). Differences in prevalence of bullying victimization between native and immigrant children in the N ordic countries: a parent‐reported serial cross‐sectional study. Child: care, health and development, 41(4), 593-599.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
  • Booker, K. C. (2004). Exploring school belonging and academic achievement in African American adolescents. Curriculum & Teaching Dialogue, 6(2). 131-143.
  • Bulut, S., Soysal, Ö. K., & Gülçiçek, D. (2018). Suriyeli öğrencilerin Türkçe öğretmeni olmak: suriyeli öğrencilerin eğitiminde karşılaşılan sorunlar. [Beıng a turkısh language teacher of syrıan refugee students: challenges and ıssues]. Uluslararası Türkçe Edebiyat Kültür Eğitim (Teke) Dergisi, 7(2), 1210-1238.
  • Cohen, J. (1988). Statistical power analysis fort he behavioral sciences (2nd ed.). Erlbaum.
  • Creswell, J. W. (2016). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. (3nd ed). M. Bütün & S. B. Demir (ed.). Ankara: Siyasal Kitabevi.
  • Creswell, J. W., & Plano Clark, V. L. (2015). Karma yöntem araştırmaları: Tasarımı ve yürütülmesi (2nd ed.). Y. Dede & S.B. Demir (ed.). Anı Yayıncılık.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (4nd ed.). Anı Yayıncılık.
  • Dowling, F. (2020). A critical discourse analysis of a local enactment of sport for integration policy: Helping young refugees or self-help for voluntary sports clubs?. International Review for the Sociology of sport, 55(8), 1152-1166.
  • Due, C., Riggs, D., & Augoustinos, M. (2016). Experiences of school belonging for young children with refugee backgrounds. The Educational and Developmental Psychologist, 33(1), 33-53. doi:10.1017/edp.2016.9
  • Erdem, M. D., Kaya, I., & Yilmaz, A. (2017). Örgün eğitim kapsamındaki Suriyeli çocukların eğitimleri ve okul yaşantıları hakkında öğretmen görüşlerinin değerlendirilmesi. [Evaluation of Teacher's Views on Education and School Life of Syrian Children within the Scope of Formal Education]. International Journal of Languages’ Education and Teaching, 5(3), 463-476.
  • Fazel, M., & Stein, A. (2002). The mental health of refugee children. Archives of disease in childhood, 87(5), 366-370.
  • Fussan, N. (2006). Einbindung Jugendlicher in Peer-Netzwerke. Welche Integrationsvorteile erbringt die Mitgliedschaft in Sportvereinen?. ZSE: Zeitschrift für Soziologie der Erziehung und Sozialisation, 26(4), 383-402.
  • Picton, F., & Banfield, G. (2020) A story of belonging: schooling and the struggle of students of refugee experience to belong, Discourse: Studies in the Cultural Politics of Education, (41):6, 841-853, DOI: 10.1080/01596306.2018.1552921
  • George, D., & Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference. 17,0 update (10a ed.). Pearson.
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71.
  • Gökmen, H. (2020). Suriyeli göçmen öğrencilerin Türk eğitim sistemine entegrasyon sorunu (Bursa Yıldırım ilçesi örneği). The ıntegratıon problem of syrıan mıgrant students to the turkısh educatıon system (bursa yıldırım dıstrıct example)] Yüksek Lisans Tezi, Uludağ Üniversitesi, Bursa.
  • Grey, M. A. (1992). Sports and immigrant, minority and Anglo relations in Garden City (Kansas) high school. Sociology of Sport Journal, 9(3), 255-270.
  • Grimminger-Seidensticker, E., & Möhwald, A. (2017). Intercultural education in physical education: Results of a quasi-experimental intervention study with secondary school students. Physical Education and Sport Pedagogy, 22(5), 445–458.
  • Heptinstall, E., Sethna, V., & Taylor, E. (2004). PTSD and depression in refugee children. European child & adolescent psychiatry, 13(6), 373-380.
  • Hollifield, M., Warner, T. D., Lian, N., Krakow, B., Jenkins, J. H., Kesler, J., ... & Westermeyer, J. (2002). Measuring trauma and health status in refugees: a critical review. Jama, 288(5), 611-621.
  • Hu, L. ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure alanysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Jeanes, R., O’Connor, J., & Alfrey, L. (2015). Sport and the resettlement of young people from refugee backgrounds in Australia. Journal of Sport and Social Issues, 39(6), 480-500.
  • Johnson, B., & Christiensen, L. (2014). Educational reserach quantative, qualitative and mixed approaches: Mixed methods (A. Türkdoğan, Çev.). Eğiten Kitap.
  • Kia-Keating, M., & Ellis, B.H. (2007) Belonging and Connection to School in Resettlement: Young Refugees, School Belonging, and Psychosocial Adjustment, Clinical Child Psychology and Psychiatry, 12(1):29-43. https://doi.org/10.1177/1359104507071052
  • Kim, Y., Evans, B. E., & Hagquist, C. (2020). Metal Health Problems Among Adolescents in Sweden from 1995 to 2011: The Role of Immigrant Status and the Proportions of Immigrant Adolescents in Their Surrounding Community. Journal of Immigrant and Minority Health, 22(2), 232-239.
  • Kiremit, R. F., Akpınar, Ü., & Akcan, A. T. (2018). Suriyeli öğrencilerin okula uyumları hakkında öğretmen görüşleri. [Teachers’ Views About Syrian Students’ Adaptation To School]. Kastamonu Eğitim Dergisi, 26(6), 2139-2149.
  • Kline, R. B. (2016). Principles and practice of structural equation modeling. The Guilford Press, New York: NY.
  • Lleixà, T., & Nieva, C. (2020) The social inclusion of immigrant girls in and through physical education. Perceptions and decisions of physical education teachers, Sport, Education and Society, 25:2, 185-198, DOI: 10.1080/13573322.2018.1563882.
  • Makarova, E., & Herzog, W. (2014). Sport as a means of immigrant youth integration: an empirical study of sports, intercultural relations, and immigrant youth integration in Switzerland. Sportwissenschaft, 44(1), 1-9.
  • Marshall, C., & Rossman, G. B. (2014). Designing Qualitative Research. Sage. Maslow A.H. A theory of human motivation. Psychological Review. 1943;50(4):370–396.
  • Maynard, B. R., Vaughn, M. G., Salas-Wright, C. P., & Vaughn, S. (2016). Bullying victimization among school-aged immigrant youth in the United States. Journal of Adolescent Health, 58(3), 337-344.
  • MEB Hayat Boyu Öğrenme Genel Müdürlüğü. (2020). Yıllara göre ülkemizde eğitime erişimi sağlanan suriyeli öğrenci sayısı. https://hbogm.meb.gov.tr/meb_iys_dosyalar/2020 date of access: 06.03.2021.
  • Park, K., & Ok, G. (2017). Social integration of North Korean refugees through sport in South Korea. The International Journal of the History of Sport, 34(12), 1294-1305.
  • Payne, A. A., Gottfredson, D. C., & Gottfredson, G. D. (2003). Schools as communities: The relationships among communal school organization, student bonding, and school disorder. Criminology, 41(3), 749-778.
  • Peguero, A. A., & Jiang, X. (2014). Social control across immigrant generations: Adolescent violence at school and examining the immigrant paradox. Journal of Criminal Justice, 42(3), 276-287.
  • Pumariega, A. J., & Rothe, E. (2010). Leaving no children or families outside: The challenges of immigration. American Journal of Orthopsychiatry, 80(4), 505–515. https://doi.org/10.1111/j.1939-0025.2010.01053.x
  • Qinmei, B. K. X. (2006). Freliminary Study on School Belonging of School Students [J]. Psychological Exploration, 2, 011.
  • Reijneveld, S. A., Harland, P., Brugman, E., Verhulst, F. C., & Verloove-Vanhorick, S. P. (2005). Psychosocial problems among immigrant and non-immigrant children. European child & adolescent psychiatry, 14(3), 145-152.
  • Rizkallah, S.M. (2020) Exploring Belonging in School amaong adolescent Iraqı Refugees. PhD thesis, University of Hartford.
  • Sağın, A. E., & Güllü, M. (2020). Suriyeli öğrencilerin okula uyum süreci; Sportif etkinliklerin rolü. Beden Eğitimi ve Spor Bilimleri Dergisi, 22(3), 86-99.
  • Sakız, H. (2016). Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme önerisi. Göç Dergisi (GD), 3(1), 65-81.
  • Sarı, M. H., & Yüce, E. (2020). Problems Experienced in Classrooms with Students from Different Cultures. Journal on Efficiency and Responsibility in Education and Science, 13(2), 90-100.
  • Segal, U. A., & Mayadas, N. S. (2005). Assessment of issues facing immigrant and refugee families. Child welfare, 84(5), 563-83.
  • Spaaij, R., Broerse, J., Oxford, S., Luguetti, C., McLachlan, F., McDonald, B., ... & Pankowiak, A. (2019). Sport, refugees, and forced migration: A critical review of the literature. Frontiers in Sports and Active Living, 1, 47.
  • Strohmeier, D., & Spiel, C. (2003). Immigrant children in Austria: Aggressive behavior and friendship patterns in multicultural school classes. Journal of applied school psychology, 19(2), 99-116.
  • Thorjussen, I. M., & Sisjord, M. K. (2018). Students’ physical education experiences in a multi-ethnic class. Sport, Education and Society, 23(7), 694-706.
  • Tolgfors, B. (2020) Promoting integration through physical education (?), Sport, Education and Society, 25(9), 1029-1042, DOI: 10.1080/13573322.2019.1687442.
  • Topaloğlu, B. & Çam Aktaş, B. (2022). Okul Psikolojik Danışmanlarının Gözünden Mülteci Öğrenciler / Refugee Students through the Perspective of School Psychological Counselors . e-Uluslararası Eğitim Araştırmaları Dergisi,13(1) , 69-84.
  • Toprakçı, E. ve Yazıcı, B. (2021). OECD Ülkeleri ve Türkiye’de Mülteci Eğitimi / Refugee education in OECD countries and Turkey. VII. TURKCESS Uluslararası Eğitim ve Sosyal Bilimler Kongresi. 01-03 Eylül 2021. KKTC. VII. TURKCESS Toplumsal Değişim ve İnovasyon” Tam Metin Kitabı, e-ISBN: 9786258499155. ss. 172-189.
  • Tunga, Y., Engin, G., & Çağiltay, K. (2020). Türkiye'deki Suriyeli Çocukların Eğitiminde Karşılaşılan Sorunlar Üzerine Bir Alanyazın Taraması [A Literature Review on the Issues Encountered in Educating Syrian Children in Turkey]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 317-333.
  • Uptin, J., Wright, J., & Harwood, V. (2013) ‘It felt like i was a black dot on white paper’: examining young former refugees’ experience of entering Australian high schools. The Australian Educational Researcher 40:125–137 DOI 10.1007/s13384-012-0082-8
  • Uwah, C. J., McMahon, H. G., & Furlow, C. F. (2008). School belonging, educational aspirations, and academic self-efficacy among African American male high school students: Implications for school counselors. Professional School Counseling, 11(5), 2156759X0801100503.
  • Uzun, E. M., & Bütün, E. (2016). Okul Öncesi Eğitim Kurumlarındaki Suriyeli Sığınmacı Çocukların Karşılaştıkları Sorunlar Hakkında Öğretmen Görüşleri [Teachers' Opinions on Problems Encountered by Syrian Refugee Children in Pre-School Education Institutions]. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 1(1). 72-83.
  • Walseth, K., & Fasting, K. (2004). Sport as a means of integrating minority women. Sport in Society, 7(1), 109-129.
  • Wankel, L. M., & Berger, B. G. (1990). The psychological and social benefits of sport and physical activity. Journal of leisure research, 22(2), 167-182.
  • Yanık, M. (2018). Ortaöğretimde yapılan okul sporlarının öğrencilerin okula bağlılık düzeyine etkisi. SPORMETRE, 16 (1), 73-78
  • Yüce, E. (2018). Geçici koruma altında bulunan Suriyeli öğrencilerin okula uyumları (Yayınlanmamış yüksek lisans tezi).[ School adaptatıon of the syrıan students under temporary protectıon]. Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Ziaian, T., de Anstiss, H., Puvimanasinghe, T., & Miller, E. (2018). Refugee students’ psychological wellbeing and experiences in the Australian education system: A mixed‐methods investigation. Australian psychologist, 53(4), 345-354.
Toplam 69 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Sayı Makaleleri
Yazarlar

Ahmet Enes Sağın 0000-0002-4243-8276

Mehmet Akif Yücekaya 0000-0003-3853-5660

Sinan Uğraş 0000-0003-0792-1497

Cenk Temel 0000-0001-6777-085X

Yayımlanma Tarihi 30 Nisan 2022
Yayımlandığı Sayı Yıl 2022Cilt: 13 Sayı: 2

Kaynak Göster

APA Sağın, A. E., Yücekaya, M. A., Uğraş, S., Temel, C. (2022). The Role of Sports in School Belonging of Syrian Refugee Students in Turkey / Türkiye’deki Suriyeli Mülteci Öğrencilerin Okula Aidiyetlerinde Sporun Rolü. E-Uluslararası Eğitim Araştırmaları Dergisi, 13(2), 1-17. https://doi.org/10.19160/e-ijer.1024983

Cited By

Suriyeli Mülteci Öğrencilerin Beden Eğitimi Dersine Yönelik Tutumları ile İyimserlik ve Kötümserlik Düzeyleri Arasındaki İlişki
Herkes için Spor ve Rekreasyon Dergisi
https://doi.org/10.56639/jsar.1372466
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