Generation Immigrant Children Research Articles

Dental Caries and Preventive Dental Visits Among Children in the U.S.: The Impact of Race/Ethnicity and Immigration

Introduction: National data on dental caries and dental service use among immigrant children in US is limited. It is not known whether race/ethnicity would interact with immigration status to increase these disparities. Using a national representative sample, we assessed the interaction effects of immigrant generation status and race/ethnicity on dental caries and dental visits among children in the US. Methods: Data were from the 2020 and 2021 National Survey of Children's Health (NSCH). All data were self-reported by parents/guardians. The two outcomes were (1) dental caries (yes/no) in the past 12 months, and (2) preventive dental visits (yes/no) in the past 12 months. Racial/ethnic groups included non-Hispanic White, Black, Hispanics, and Asian Americans. The analytical sample included 66,167children ages 2-17 years, including 1,243 first generation, 11,017 second generation immigrant children, and 53,907 non-immigrant children. We ran separate multiple logistic regression models for the two outcome variables. All analyses accounted for the survey design of NSCH. Results: First generation immigrant children were more likely to have dental caries than non-immigrant children (AOR=1.44). The interaction of race/ethnicity and immigrant generation status was significant (P =0.04) in the preventive dental visits model, indicating increased challenges in getting dental visits among minority immigrant children in comparison with non-Hispanic White immigrant children, especially among first generation immigrant children of Asian Americans (AOR=0.41) and non-Hispanic Black (AOR=0.37) immigrant children. Conclusions: We found that first generation immigrant children were less likely to see a dentist and more likely to have dental caries than non-immigrants. Moreover, first generation immigrant children from minority racial/ethnic groups were the least likely to seek dental services. To further reduce disparities in oral health and dental use among children in the U.S., culturally sensitive health promotion is warranted to improve oral health literacy and reduce barriers to dental care for immigrants, especially immigrant children of the minority groups.

Negotiating Language Arts and Muslim Identity

Abstract: In this article, we present a case study of a sixth grade English Language Arts (ELA) teacher and her students at an American Islamic school. The perception in the literature is that schools are an important bridge for immigrants to engage with their adopted culture. We examined the curriculum and instructional practice of sixth grade ELA teacher Sarah El-Ahmed, who was teaching second generation immigrant Muslim children at Bright Star Muslim School (names are pseudonyms). We also examined the students’ responses to the teacher’s efforts to foster an Islamic identity orientation and integrate the beliefs and practices of Islam with those of the pupils’ adopted home. Our findings suggest an appropriate level of teacher support can be transformative for meaning and identity and help solidify an Islamic perspective in an intersection between secular and spiritual worldviews. This study suggests that the teaching of literacy may extend to reading secular as well as sacred texts to accommodate the sociocultural needs of the students.

Negotiating Language Arts and Muslim Identity

Abstract: In this article, we present a case study of a sixth grade English Language Arts (ELA) teacher and her students at an American Islamic school. The perception in the literature is that schools are an important bridge for immigrants to engage with their adopted culture. We examined the curriculum and instructional practice of sixth grade ELA teacher Sarah El-Ahmed, who was teaching second generation immigrant Muslim children at Bright Star Muslim School (names are pseudonyms). We also examined the students’ responses to the teacher’s efforts to foster an Islamic identity orientation and integrate the beliefs and practices of Islam with those of the pupils’ adopted home. Our findings suggest an appropriate level of teacher support can be transformative for meaning and identity and help solidify an Islamic perspective in an intersection between secular and spiritual worldviews. This study suggests that the teaching of literacy may extend to reading secular as well as sacred texts to accommodate the sociocultural needs of the students.

Socioeconomic and Racial/Ethnic Disparities in Recovery from Childhood Behavioral or Conduct Problems: Evidence from a Nationally Representative Sample of 3-17 Years Old US Children.

Our study provides nationally-generalizable evidence on the racial/ethnic and socioeconomic disparities in diagnosis and recovery from childhood behavioral or conduct problems. We pooled data from 4years (2016-2019) of the National Survey of Children's Health (NSCH) for 3 to 17years old US children (N = 114,476). We performed several logistic regression models using complex survey data analysis statistical methodologies to estimate nationally representative and generalizable results in the Stata MP 16 program. About 20.1% of 3-17years old US children previously diagnosed with behavioral or conduct problems no longer had the current diagnosis (were recovered). Hispanic children [Odds ratio (OR) 0.77, 95% Confidence Interval (CI) 0.65-0-95], immigrant children or children of immigrant parents (first or second generation immigrant children), and children from high-income families [200-399% Federal Poverty Level (FPL)] were about 23%, 38%, and 21% less likely than non-Hispanic White children, children of US native parents, and children with a family income of below 100% FPL to be currently diagnosed with behavioral or conduct problems, respectively. Conversely, Non-Hispanic Black and Hispanic children were about 50% and 40% more likely than non-Hispanic White children to recover from a past diagnosis. Moreover, children from higher-income families (at or above 300% of FPL) were between 1.59 to 1.79 times more likely than those from low-income families (below 100% FPL) to recover from a past diagnosis. Racial/ethnic and socioeconomic disparities in diagnosing appear to persist in recovering from behavioral or conduct problems.

Migration as a Determinant in the Development of Children Emotional and Behavior Problems: A Quantitative Study for Lisbon Region, Portugal.

The role of migration as a determinant in child mental health has been demonstrated in a number of studies. However, results are not always consistent, and the research continues to be scarce, especially in Portugal. We examined the association between sociodemographic profiles and the chance for the development of emotional and behavioral difficulties in a group of 420 children, immigrant (n = 217) and born in Portugal to Portuguese born parents (n = 203). We used a structured questionnaire to obtain sociodemographic information and the Strength and Difficulties Questionnaire (SDQ). Descriptive statistics were used to characterize children and their families; variables were compared between groups using the Chi-squared, Fisher’s Exact Test, or the Mann–Whitney U test and logistic regression was used to analyze the association between socio-demographic factors and emotional and behavioral difficulties. Results showed a pattern of social and mental health inequalities with immigrant children at a disadvantage: they are more often part of families with low income and where parents had low skilled jobs. Internalizing behaviors are more frequent in immigrants than in children born in Portugal to Portuguese-born parents (p = 0.001) whereas a high total SDQ difficulties score (p = 0.039) and externalizing behaviors were more frequent in 1st generation immigrant children (p = 0.009). A low family income (aOR 4.5; 95% CI: 1.43–13.95), low parental education level (aOR 2.5; 95% CI: 1.11–5.16), and being a first-generation immigrant child (aOR 2.2; 95% CI: 1.06–4.76) increased significantly the chance of developing emotional and behavioral difficulties. This study contributes to the identification of children vulnerable to mental health problems who can benefit from monitoring, early detection and preventive interventions in order to mitigate possible negative outcomes in the future.

The health of immigrant children: a cohort study in the Metropolitan area of Lisbon - Portugal

Abstract Background Studies in Europe show immigrant children to be more vulnerable to health problems. Portugal has a gap in knowledge about the health of immigrant children. The objective of this paper is to present results on a cohort study for health trajectories of immigrant children in the Amadora Municipality which has one of the highest numbers of immigrants in Portugal. We will analyse health profile characteristics of immigrant and native children and their utilisation of health services. Methods Prospective cohort study in Amadora health units (questionnaires and patient registers data). Participants: 420 native and immigrant children born in 2015 registered in Amadora Primary Health Care Centers (PHCC); recruitment from June 2019 to March 2020. Main outcomes: psychomotor development (Mary Sheridan); emotional and behavioural problems (SDQ); BMI; vaccination; Results From the 420 children recruited, 48,3% were immigrant mostly from Brazil and Portuguese speaking African countries, 41 children were born outside the EU (1st generation). From the 126 children who had no routine medical examination at the age of 4, 59% were immigrant. Almost all immigrant children had vaccinations up to date (90%). Around 70% of native and 60% of immigrant children achieved all parameters in Mary Sheridan's test (p = 0.09). Overweight was found in 28% of native and 22% of immigrant children (p = 0.2). Median SDQ score for externalizing behaviours is different for 1st generation immigrants suggesting higher behaviour problems for this group of children (p = 0,003). Conclusions Most differences in overall outcomes occur between 1st generation immigrant and other children; immigrants showed significantly higher emotional and behaviour problems. Early identification of above difficulties and higher utilisation of routine health examinations should be a priority. Key messages 1st generation immigrant children appear more at risk for emotional and behaviour difficulties. Early identification of above difficulties and higher utilisation of routine health examinations should be a priority.

Immigrant Children's Proficiency in the Host Country Language is More Important than Individual, Family and Peer Characteristics in Predicting Their Psychological Well-Being.

Immigrant children are exposed to high levels of psychological distress, leading to an increased risk of mental and physical health problems. In the present study we investigated the impact of first and second generation immigrant children's proficiency in the host country language on their psychological well-being one year later. The effectsof gender, family SES, and classmates' characteristics were also examined. A structural equation model was tested on 2334 immigrant children in a representative sample of 561 Italian primary schools taking measurement errors into account. Children's language proficiency significantly predicted their psychological well-being one year later,both in first and secondimmigrant generations (B = .23; p < .001). None of the other variables had a significant impact. Improving the language skills of immigrant children could promote their mental health, regardless of their backgrounds and whetherthey were born inthe host country or not.

Primary healthcare usage and use of medications among immigrant children according to age of arrival to Norway: a population-based study

BackgroundMorbidity, use of healthcare and medication use have been reported to vary across groups of migrants and according to the different phases of migration, but little is known about children...

Emotional and Behavioral Disorders in 1.5th Generation, 2nd Generation Immigrant Children, and Foreign Adoptees.

Existing theories (e.g., acculturative stress theory) cannot adequately explain why mental disorders in immigrants are less prevalent than in non-immigrants. In this paper, the culture-gene co-evolutionary theory of mental disorders was utilized to generate a novel hypothesis that connection to heritage culture reduces the risk for mental disorders in immigrant children. Four groups of children aged 2-17years were identified from the 2007 United States National Survey of Children's Health: 1.5th generation immigrant children (n=1378), 2nd generation immigrant children (n=4194), foreign adoptees (n=270), and non-immigrant children (n=54,877). The 1.5th generation immigrant children's connection to their heritage culture is stronger than or similar to the 2nd generation immigrants, while the foreign adoptees have little connection to their birth culture. Controlling for age, sex, family type and SES, the odds for having ADD/ADHD, Conduct Disorder, Anxiety Disorder, and Depression diagnosis were the lowest for the 1.5th generation immigrant children, followed by the 2nd generation immigrant children and the foreign adoptees. The foreign adoptees and non-adopted children were similar in the odds of having these disorders. Connection to heritage culture might be the underlying mechanism that explained recent immigrants' lower rates of mental disorders.

Primary healthcare usage and morbidity among immigrant children compared with non-immigrant children: a population-based study in Norway

ObjectivesHealth status, disease spectrum and use of healthcare have been reported to vary across groups of migrants and according to the different phases of migration. However, most studies are conducted...

A multilingual approach to analysing standardized test results: immigrant primary school children and the role of languages spoken in a bi-/multilingual community

The present study adopts a multilingual approach to analysing the standardized test results of primary school immigrant children living in the bi-/multilingual context of South Tyrol, Italy. The standardized test results are from the Invalsi test administered across Italy in 2009/2010. In South Tyrol, several languages are spoken on a daily basis and the long-established ethnic groups are speakers of German (69%), Italian (26%) and Ladin (4%). While the language of instruction for immigrant children attending Italian language schools is Italian, these children live in Italian- or German-speaking environments. I argue that standardized testing data should be analysed in conjunction with local language information to better serve the educational needs of bi-/multilingual children. The Italian test results of I and II Generation immigrant children (n = 225) are re-examined in light of the languages spoken in their living environment. Results show that the approach used is useful in identifying information that would have otherwise remained undetected. The additional data provide valuable input for school administrators, educators and policy-makers and can be used to devise suitable remedial measures for immigrant children attending school in bi-/multilingual environments.

Intellectual function evaluation of first generation immigrant children with sickle cell disease: the role of language and sociodemographic factors

BackgroundSickle Cell Disease (SCD) is the most common genetic disease worldwide. Neurological events are among the most worrisome clinical complications of SCD and are frequently accompanied by cognitive impairment. Intellectual function in SCD may vary according to genetic and environmental factors. Immigrant children with SCD are increasing at a global level and display specific health care needs. The aim of our multicenter study was to describe the intellectual function of first generation African immigrants with SCD and the influence of sociodemographic factors on its characteristics.MethodsThe Wechsler Intelligence Scales were administered to evaluate broad intellectual functions in children with SCD and in age-matched healthy siblings. Patients’ clinical, socio-demographic, Magnetic Resonance Imaging (MRI) and Angiography (MRA) data were correlated to intellectual function scores.Results68 children, mean age 8.95 years were evaluated. 72% spoke three languages, 21% two. FSIQ was <75 in 25% of the children. Mean VIQ was lower than PIQ in 75%. Mean verbal subtest scores were lower than performance scores. Female gender, number of languages spoken at home and mother’s employment were associated with single subtest performances (p < 0.05). MRA was abnormal in 73.4% and MRI in 35.9%. No significant correlation was established between silent lesions and intellectual function, even if patients with lesions performed worse. Fifteen siblings performed better than patients on cognitive domains, including language (p < 0.05).ConclusionsImmigrant bilingual children with SCD seem to display a rate of cognitive impairment similar to their monolingual counterparts but a more pronounced and precocious onset of language difficulties. Adjunctive tests need to be considered in this group of patients to better define their specific deficits.

Comparing vocabulary development in Spanish- and Chinese-speaking ELLs: the effects of metalinguistic and sociocultural factors

This study evaluated the impact of two metalinguistic factors, English derivational awareness and English–Spanish cognate awareness, and the impact of two sociocultural factors, maternal education and children’s length of residence in Canada, on English Language Learners (ELLs)’ vocabulary knowledge. The participants of the study were 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and a comparison group of 78 monolingual English-speaking children in Grades 4 and 7. The sample included both first-generation (born outside of Canada) and second generation (born in Canada) immigrant children. The study yielded several important findings. First, it confirmed the strong link between derivational awareness and vocabulary knowledge observed in the previous research, and extended this relationship to two groups of ELLs from different first language backgrounds. Second, this study unveiled differences in vocabulary learning between Spanish-speaking and Chinese-speaking ELLs. While Spanish-speaking children were able to utilize the cognate strategy to learn English words, this strategy was not available for Chinese-speaking ELLs. With respect to the sociocultural factors, length of residence in Canada was significantly related to ELLs’ vocabulary development. Interestingly, length of residence in Canada only influenced the development of noncognate vocabulary, but not cognate vocabulary, in Spanish-speaking ELLs, which provides additional evidence for these children’s use of the cognate strategy. Finally, maternal education was not related to English vocabulary development. The theoretical and educational implications of these findings were discussed.

Depth of lexical knowledge among bilingual children: the impact of schooling

The majority of studies examining the language and literacy skills of second generation immigrant bilingual children have focused on the breadth of lexical knowledge in populations with a low level of involvement in literacy activities. This study extends previous work in three ways. First, we focused on a sample of second generation immigrant bilingual children from favorable socio-cultural backgrounds. Second, we examined whether these children show lexical knowledge gaps in their second language on various measures of breadth and depth, as compared to their monolingual peers. Finally, we asked whether this gap tends to increase, remain stable, or decrease with formal schooling. Bilingual (n = 70) and monolingual (n = 55) children between the ages of 7 and 8 years were evaluated on measures of depth and breadth of lexical knowledge in the second language of the bilingual group. Both groups were tested twice: at the beginning of second grade and at the beginning of third grade. The findings indicate a significant gap between the target groups with respect to most measures of both depth and breadth at the beginning of second grade. However, after a year of schooling, the bilingual children showed significant progress in their lexical knowledge in their second language. The discussion addresses theoretical and clinical implications of these findings.

Healthy Weight Advantage Lost in One Generation Among Immigrant Elementary Schoolchildren in Multi-Ethnic, Disadvantaged, Inner-City Neighborhoods in Montreal, Canada

We sought to determine if the rate of increase in body mass index (BMI) differs between first generation immigrant children (child and both parents born outside Canada); second generation immigrant children (child born in Canada with at least one parent born outside Canada); and native-born children (child and both parents born in Canada), and if the rate of increase varies across ethnic groups. Data were available from the evaluation of a 5-year heart health promotion program targeted to elementary school children from 24 schools in multi-ethnic, disadvantaged, inner-city neighborhoods in Montreal, Canada. Participants were 6392 children aged 9-12 years born in and outside of Canada. Height and weight were measured annually according to a standardized protocol. BMI increases with age were examined using individual growth models stratified by immigrant status grouping (first generation immigrant, second generation immigrant, native-born). On average, BMI increased by 0.59, 0.73, and 0.82 kg/m2 with each year of age among first generation immigrant, second generation immigrant, and native-born children, respectively. These differences held across four family origin grouping (Europe, Asia, Central/South America, and Other). The protective effect of immigrant status on BMI increases with age dissipated in second generation immigrant children, whose rate of increase was similar to that of native-born children. Because immigrants constitute the fastest growing segment of the Canadian population, it is important to understand the causes of the higher BMI increases with successive generations.

Enlightened Localism and Local Experimentalism in Public Policy: Schooling Policies of Children with Immigrant Backgrounds in Denmark and Spain

AbstractI examine how local municipalities in Denmark and Spain carried out experiments in schooling policy on pupils with immigrant backgrounds, toward improving the process of social integration and academic performance. Policy affecting second generation immigrant children generated conflicts over rights, values, and norms in the public sphere. I analyze local public policy decisions first by confronting two perspectives, local experimentalism and enlightened localism, with one another, and then by identifying various ways in which they are complementary.

Out‐of‐home care among immigrant children in Sweden: a national cohort study

We used data from several national registers for ten entire birth cohorts (n &gt; 1 million) to examine the representation of first generation immigrant children among first time entries into out‐of‐home care (foster or residential care) at ages 7–12 and 13–17. Logistic regression models were used to adjust results for socioeconomic background factors. Immigrant children were categorised in six groups relating to birth country/continent. Compared with Swedish‐born peers, immigrant children from non‐European countries had between two‐ and three‐fold sex and birth‐year adjusted odds for being placed in care for the first time at ages 7–12. After adjustments for five socioeconomic background variables, none of these overrisks remained. Instead there was a tendency towards immigrant background being associated with reduced risks, statistically significant for immigrant children born in non‐Nordic European countries. Immigrant children had between two‐ and six‐fold age and birth‐year adjusted odds for entering care for the first time during adolescence. After adjusting the results for socioeconomic background, only immigrant children born in Sub‐Saharan Africa or in Asia outside the Middle East had significant overrisks for care entries at ages 13–17 (odds ratio = 1.5).

Mental Health of Immigrants and Refugees

The United States is a country of immigrants. With the exception of Native-Americans, every other American is, or descends from, an immigrant. First and second generation immigrant children are the most rapidly growing segment of the American population, with the great majority of this population being of non-European origin. This paper reviews the unique risk factors and mental health needs of our new immigrant populations, as well as treatment and services approaches to address their unique needs.

Sustaining linguistic diversity within the global cultural economy: issues of language rights and linguistic possibilities

This paper draws on ethnographic case‐study research conducted amongst a group of first and second generation immigrant children in six inner‐city schools in London. It focuses on language attitudes and language choice in relation to cultural maintenance, on the one hand, and career aspirations on the other. It seeks to provide insight into some of the experiences and dilemmatic choices encountered and negotiations engaged in by transmigratory groups, how they define cultural capital, and the processes through which new meanings are shaped as part of the process of defining a space within the host society. Underlying this discussion is the assumption that alternative cultural spaces in which multiple identities and possibilities can be articulated already exist in the rich texture of everyday life amongst transmigratory groups. The argument that whilst the acquisition of ‘world languages’ is a key variable in accumulating cultural capital, the maintenance of linguistic diversity retains potent symbolic power in sustaining cohesive identities is a recurring theme.

The Family Unit and International Migration: The Perceptions of Italian Immigrant Children

This paper examines the centrality of the family, both nuclear and extended in the Italian postwar migratory process to Canada and in their post-migratory adjustment. In a series of interviews with first generation immigrant children, two themes emerged: the necessity of keeping the nuclear family together and the importance of intergenerational ties and commitments. The respondents tended to view their parents’ decision to migrate as one primarily motivated by familial considerations. That is, it was seen as a decision based on their future as a family, whether for reunification, or for greater opportunities for the children. For these respondents, family ties have not only survived migration but have been fortified by it.