Alice Growing Up in ‘Temporary Protection’ Land: Immigrant Students’ Identity Development as a Reflection Toward Inclusion Practices

Our aim was to understand the adaptation process, belonging to Turkish culture, ethnic identity development among Syrian students arriving in Turkey and how they develop a sense of belonging and adapt their identities to become integrated into Turkish life and education. In this study, qualitative method and phenomenological research design were preferred. The process of adaptation of immigrant students to a new culture, school and ethnic identity was investigated. Convenience sampling method was preferred, and semi-structured interview form was used as data collection tool. As a result of the content analysis, three categories and 12 concepts related to the adaptation process were revealed. Three concepts were frequently emphasized about the actions of the family in the adaptation process. Six concepts were frequently emphasized about events that led to significant experiences in the school in adaptation process. Three concepts were frequently emphasized about environments' contributions to adaptation process. Three categories and 16 concepts related to belonging to new culture, school, and class were revealed. Six concepts were frequently emphasized whether they feel part of the new culture. Four concepts were frequently emphasized if they feel belonging to the new school. Six concepts were frequently emphasized whether they feel belonging to the new class. Three categories and 11 concepts related to ethnic identity in school were revealed. Three concepts were frequently emphasized about teachers' behavior in the classroom. Four concepts were frequently emphasized about ethnic identity grouping in activities. Four concepts were frequently emphasized about ethnic identity in games and homeworks.