Multiculturalism, prejudice, and teachers’ expectations for the acculturation strategies of the refugee students

Petroula Giannousi

doi:10.35765/mjse.2025.1427.08

Petroula Giannousi Hellenic Open University, Patras https://orcid.org/0000-0003-4291-6730

DOI: https://doi.org/10.35765/mjse.2025.1427.08

Keywords: multiculturalism, prejudice, acculturation expectations, refugees, school context

Abstract

Research objectives (aims) and problem(s): Ongoing migration flows in Greece continue to increase the cultural diversity of the student population and heighten the need to include refugee students in the educational system. The aim of this study is to assess teachers’ attitudes toward intercultural relations in the school context, focusing on their views on multiculturalism, their prejudices toward refugees, and their expectations regarding the acculturation of refugee students.

Research methods: This study employs a quantitative methodology and a synchronic research design. A total of 155 teachers participated by completing a questionnaire composed of the Multicultural Ideology Scale (Berry, 2017), a Prejudice Scale, and the Acculturation Expectations Scale (Berry, 2017). Data analysis was carried out on three levels: first, descriptive statistics were applied to outline response distribution and key sample characteristics; second, correlations between variables were examined; and finally, regression analysis was conducted to assess the impact of independent variables on dependent ones, allowing for interpretation of potential causal relationships.

Process of argumentation: Teachers, as members of the majority group, exert considerable influence in shaping the school environment. Based on this premise, the study investigates teachers’ attitudes toward multiculturalism, their prejudices toward refugees, and their expectations regarding the acculturation strategies that refugee students should adopt. Promoting multiculturalism within schools can contribute to intercultural interaction and support the development of equal relationships. Furthermore, greater understanding of acculturation strategies can improve the management of educational challenges related to refugee populations, thus encouraging an inclusive educational environment.

Research findings and their impact on the development of educational sciences: The study found that teachers in Greece generally acknowledge and accept cultural diversity and exhibit low levels of prejudice toward refugees. They tend to favor integration and assimilation strategies over separation. Multiculturalism was shown to support integration and assimilation, while prejudice was associated with a preference for separation. Regression analysis confirmed that multicultural attitudes reduce prejudice and promote integration, whereas prejudice increases support for separation. Embracing multiculturalism in the school context facilitates intercultural contact and strengthens relationships between students and teachers. Understanding acculturation expectations is critical, as it directly influences the educational and psychological adjustment of refugee students. Teachers who support integration can help prevent conflict in multicultural classrooms.

Conclusions and/or recommendations: Acculturation is a dynamic process shaped by two interacting conditions. This study examines teachers’ expectations regarding the acculturation strategies of refugee students. However, it remains unclear to what extent refugees are able to voluntarily choose or consent to a particular strategy, as their freedom to do so is often limited. Refugee students may shift between strategies in response to their evolving needs and external demands. Importantly, integration or assimilation should not be viewed as the only culturally legitimate options.

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