IMPACT OF IMMIGRATION ON SCHOOLS

The deluge of visible ethnic minority immigrants to AotearoaiNew Zealand has, as expected, had a huge impact on schools. The presence of West Asian (Indian) and East Asian (Chinese) pupils in schools is a new phenomenon about which little is known and which requires in-depth study. The rapid change in school populations from largely monocultural or bicultural to multicultural populations, is posing a problem for most schools which are apparently experiencing trouble with mapping the dimensions of this complex problem. Due to the large number of economically independent immigrants, schools now recognise the need to become pro-active in terms of promoting acceptance of pupils from other cultures, particularly Chinese fee-paying pupils. However, they are apparently uncertain of the extent of the problem, the interrelationships, and how to intervene, amongst others, as there is very little information on interethnic contact and perceptions, and the social acceptance of these immigrant pupils. An inability to cope with the changing face of schools would impact on the service provided to pupils and could place both immigrant and local pupils academically and socially at risk due to these unprecedented changes.

Not only has the presence of large numbers of visible ethnic minority immigrants changed the face of schools, but they have also changed their sound. As stated earlier, foreign languages are becoming common-place in New Zealand, consequently, it is now quite common to hear a variety of foreign languages such as Chinese, Hindi, Afrikaans and Pacific Island languages on the grounds, in corridors and classrooms. Anecdotal evidence, as well as empirical evidence from this study, shows that while some teachers and pupils find this interesting, many appear to be annoyed by it and believe that these languages should not be spoken at school. Some speakers of these languages feel that they should be allowed, not only to speak it, but also to study it. On the other hand, there are those speakers who feel that the vernacular should be avoided at school. An ethnic minority's language is one of the most evident and powerful symbols of distinctive identity, and one of the major symbols of separateness with dignity, of a positive self-definition (Tajfel, 1 978). For this reason, and because of the ever growing numbers of speakers of other

languages in schools, it is important to know exactly how those involved feel about the use of foreign languages and to consider the status of these languages within schools. This thesis seeks to provide definitive information about ethnic minority needs and attitudes with regard to their vernaculars, as well as local attitudes toward their usage, amongst other things.

Educators who are directly involved with the education and social development of young people need to be concerned with these issues because they impinge on the academic development, not only of immigrant pupils, but also of local New Zealand pupils who must, of necessity, be influenced by a negative social climate at school. It is therefore important to study this situation and to document the perceptions of pupils on social acceptance, and the conditions that generate prejudice, so that ignorance may be eradicated, conflict alleviated, understanding promoted and some change in attitude instituted in order to improve the social and learning environment of all our pupils. This research, apart from being about social acceptance and intimidatory behaviour in schools per se, is about the wider concept of acceptance and diversity, and strives to address the problem being experienced by schools by providing a knowledge base that will assist them to adapt to their new environment.

2.5.1 Interethnic Relations

In order to improve the social acceptance of visible ethnic minority pupils and interethnic relations in schools, attention needs to be paid to the perceptions of pupils. Perceptions are important because our ability to adapt to a new environment is determined by our perceptions of that environment. Those perceptions influence our attitudes which, in turn, influence our behaviour. It is therefore important to be aware of the perceptions of pupils of all ethnic groups as they influence interethnic behaviour within schools and interethnic relations in the wider society. Asian pupils behave according to their perceptions of behaviours and attitudes of New Zealand pupils and local New Zealand pupils in turn respond to their behaviour. As suggested in the last chapter, our perceptions are our reality, and a lack of understanding of these perceptions can lead to misunderstandings, the

compounding of which can lead to the development of a 'vicious cycle'. The interethnic relationships, attitudes and perceptions of the present adolescent population are therefore of great importance because they will establish the future of interethnic relations in Aotearoa/New Zealand. Consequently, it is important that we all understand each other, and recognise, respect and celebrate diversity so that we can be assured of a peaceful and harmonious future.

It is also important for educators, as well as all interested others, to know about and understand behaviours and attitudes of local and other children coming into this culture 'for understanding and knowledge are the foundations of effective action' (McNeill, 1 990: 1 32). This will enable them to provide a service more suited to the needs of both local and immigrant pupils, and create a social environment that does not encourage ethnic prejudice and racism. Researchers have identified a need for a comprehensive account of the processes and patterns of intergroup relations in immigrant and refugee communities, and the patterns and outcomes of interactions with non-compatriots (Ward et al. , 200 1 : 1 1 9). This research endeavours to provide such knowledge to facilitate mutual understanding, adaptation and acceptance amongst all our pupils.

2.5.2 Transition and its Effects

One of the impediments to interethnic harmony is considered in this thesis to be the enormous changes and their concomitant pressures arising from liberalist worldviews to which society is currently being SUbjected. Our global society is consequently undergoing many major social changes that began in the late twentieth century (Hall, 1 992; Larrain, 1 994; Mc Grew, 1 992; Tully, 1 995). These social changes, together with technological developments of the past few decades and large scale migration, have contributed to changes in the usual gender roles, resulting in women's liberation in the home and the workplace, amongst others. These vast changes in worldviews and lifestyles have thrust the world into a phase of transition which is occurring with alacrity at various levels, and impacting on everyone, to some extent, consequently, life is no longer simple and predictable. Changes to what was 'normal' in the past are causing much tension amongst

the global population. The New Zealand society of the twenty first century, like other societies around the world, has also been caught in the throws of these changes.

At the macro level, the face of the world is changing. Countries are changing from homogeneous, monocultural societies to heterogeneous, multi cultural ones. Rapid technological developments have added to this social upheaval, causing much conflict and stress on people. Limited resources for coping with this change have left them feeling threatened and insecure. On a micro level, gender roles are rapidly and significantly changing with women becoming more liberated than has ever occurred before. The present generation of women are competing with men and are swiftly taking over what were traditionally men's roles in the workplace, causing more conflict and stress. As elsewhere in the world, New Zealand women are forced to play two or more roles simultaneously like no other generation of women has had to. They are compelled to keep the traditional roles of housewife and mother, amongst others, while taking on the challenges of new roles of executive and provider. This causes overload for women, and conflict and tension as men and women work (or wrestle) through this changing power relationship. The effect of this on relationships and childrearing practices is evident in increasing breakdowns in marriages and increasing disciplinary problems with children who no longer have the undivided attention of mothers who are often over worked and stressed, and of fathers who are frequently disgruntled and insecure. A disturbingly large number of children must now deal with not only the usual pressures of growing up, but also with those stemming from broken homes and traumatised parents, complicating life further. Unhappy, stressed adults raise unhappy, stressed children, and unhappy, stressed people are intolerant people. Add to this equation the element of a foreign onslaught, and that becomes the straw that breaks the camels back. When the perpetrators of that apparent onslaught are visible ethnic minorities, they instantly become scapegoats on whom frustration and indignation can be vented.

It is a contention of this thesis that, apart from social identification theories used to explain negative culture contact, and the effects of colonialism and liberalism suggested in this thesis, this phase of transition (which is an off-shoot of liberalism) in which the world

presently finds itself, and its repercussions contribute significantly to problematic interethnic relations. This does not imply that these changes are negative and that women should not be liberated etcetera. It means that the way we respond to it needs to be modified and managed in ways that will eliminate negative effects.

2.5.3 The 'Storm and Stress' Myth

The effects of liberalism can also be seen in adult attitudes toward adolescence and discipline and children's responses to these attitudes. Adolescents are confronted with a host of physiological, psychological and emotional challenges, and the extent to which children cope with these challenges is generally dependent on an impact and interplay between individual and situational determinants (Frydenberg, 1 997: 6; Jackson & Bosma, 1 990: 203). Traditional psychoanalytic theory assumed that crisis was inevitable with adolescence, and regarded this period primarily in terms of age-related storm, stress and crisis. It also believed that successful resolution of this struggle was crucial before young people could equip themselves to take on adult responsibilities, a theory widely espoused by New Zealanders.

However, this myth has recently been exploded, and normative research has revealed that adolescents experience just as much stress and concerns as all people do in different stages of their lives. In fact, it is now accepted that most adolescents traverse the period without significant difficulties (Frydenberg, 1 997: 6). It has also been pointed out that adolescence is a 'socially created' stage of life which has been construed in the interests of streaml ining and maintaining social order (poole, 1 983 in Frydenberg, 1 997: 7).

Current psychosocial theories (which include behavioural and cognitve-behavioural theories) argue that although youth may be particularly vulnerable to stress, they are capable of participating actively in their own development, coping productively and working toward solutions that utilize resources available to them. The assumption is that the problems that they face are determined in large part by their experiencing of their own environments as well as by their stage of life. And, since environmental resources vary, the

strategies they use to cope with their problems, as well as the effectiveness of these strategies also vary (Gibson-Cline, 1 996). This perspective is supported by Oriental cultures who nurture young people and for whom adolescence has not been perceived as a problematic phase.

However, it is clear to immigrants that many New Zealanders continue to believe that adolescence is inevitably a period of storm and stress and that nothing can be done about it. Bird & Drewery (2000 : 1 45) acknowledge that many older people in AotearoalNew Zealand seem to take up an 'oppositional orientation' to young people. Consequently, in New Zealand schools, there appears to be more social disorder amongst this group than order, and an acceptance amongst many adults of this status quo - that this is the way things have to be. There appears to be a general apathy and malaise amongst many New Zealanders to do anything about this. The significance of this for · this study is that a consequence of this stance is a lack of discipline and its concomitant social deviance which creates a fertile ground for intimidatory practices, in particular, those directed against visible ethnic minorities.