Introduction

This chapter provides an integrative review of qualitative research on the role teachers play in the acculturation process of minority youth and their adjustment outcomes in the school context. It reveals the teacher's dilemma between the endeavour to develop culturally sensitive attitudes and behaviours and the risk of creating a stereotype threat and its negative effects through addressing cultural differences. The chapter shows how the language repertoire of immigrant youth is powerfully linked to their sense of self, educational circumstances, and acculturation. It indicates that the family's cultural capital, cultural self-identification, and perceived support from peers and teachers all play an important role in student emotional school engagement. The findings of this chapter highlight the potential of peers as socialisation agents to help promote cultural belonging as well as positive adjustment of cultural minority youth in the school context.