Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761628
Title: An Interpretative Phenomenological Analysis (IPA) study of Eastern European migrants' experiences of arriving at, and sense of belonging to, a mainstream secondary school in the UK
Author: O'Shea, Gillian
ISNI:       0000 0004 7652 9082
Awarding Body: University of Essex and Tavistock & Portman NHS Trust
Current Institution: University of Essex
Date of Award: 2018
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
Abstract:
The UK is a highly diverse country which over the last 10 years has seen a vast increase in immigration with the majority of migrants being from Eastern Europe. The aim of this research was to increase our understanding of Eastern European, migrant students' experiences of transition from their home country to the UK and their experiences of starting secondary school here. The research also aimed to explore how these students experienced a sense of belonging to secondary school. By conducting this research, I hope to add to the psychological understanding of the experiences of this specific group of young people, by giving them a voice that may not otherwise be heard. Semistructured interviews were carried out with five Key Stage 4 students, from four different Eastern European countries. All students were first generation migrants and had arrived in the UK from their home country within the last three years. Interpretative Phenomenological Analysis was used to analyse the interview data. This led to the emergence of subordinate and superordinate themes for each participant. This was followed by the development of six overarching themes: 'adjusting to change'; 'a journey towards a sense of belonging'; 'a time of vulnerability'; 'the power of self-belief'; 'identity in a new place' and 'a need for support'. Findings are discussed in relation to previous research and relevant psychological theory. Implications of the findings for Educational Psychologists and school staff are also considered.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Ch.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.761628  DOI: Not available
Keywords: BF Psychology ; L Education (General)
Share: