Immigrant Background Research Articles

Language matters: realizing the promise of Complex Instruction for multilingual learners

ABSTRACT Access to core subject-area curriculum for students from immigrant backgrounds who are learning the dominant language of instruction has long been a barrier to equitable education around the world, especially in secondary schools. This article explores the promise of Complex Instruction (CI) to address barriers to access for such multilingual learners, demonstrating what they were able to do with language, literacy, and academic content in CI classrooms in one middle school in California. The article illustrates how the curricular and pedagogical structures of CI classrooms facilitated multilingual learners’ academic engagement and opportunities for language development. It also warns that in order to recognise multilingual learners’ successes, teachers’ conceptions of language and literacy may have to change.

Immigrant Parents' Knowledge and Attitudes: Sociodemographic Variation Related to Restriction of Children's Sugar Intake.

Focusing on immigrant parents with children aged 0-6 months, this study assessed whether awareness of and attitudes towards restricting children's sugar consumption vary according to family sociodemographic background and parents' oral-health-related behaviours. A cross-sectional study was conducted including immigrant parents attending child public health centers for vaccination of their children. The study included parents born in Asia, Africa, South America, Central America and Eastern Europe. Parents from Western Europe and North America were included if they were partners of the above-mentioned participants. Cross-tabulation and multiple variable logistic regression were used to assess associations of parental knowledge and attitudes with their child's sugar intake and sociodemographic characteristics. Overall, response rate was 72.6%. A total of 345 parents completed personal, structured interviews during their visit to the health centers. Attitudes and knowledge, but not indulgence, related to children's sugar restriction were sociodemographically unequally distributed among immigrant parents. Employed mothers, mothers with immigrant background from North America or Western Europe as well as parents with less frequent own sugar intake were more likely to confirm positive attitudes towards restricting children's sugar snacking. The corresponding odds ratios were OR=1.8 (95% CI 1.1-3.1) and OR=6.6 (95% CI 2.3-18.9). Employed mothers and parents having received dental care information were more likely than their counterparts to possess good oral-health-related knowledge. Parents from sociodemographically disadvantaged backgrounds were less inclined to express positive attitudes and demonstrate sufficient knowledge regarding the limitation of their children's sugar snacking. Culturally adapted oral health intervention programs should be implemented for immigrants, with special reference to children's dietary habits.

Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools: The Case of Newcomer and Refugee Students in Arizona and New York

Although multilingualism is a major issue in educational policies, especially in states hosting a high number of newcomer immigrant students, there is limited research exploring the experiences of a multilingual group of newcomer students and how they use language in schools. This article draws on 112 interviews with students from an immigrant background across four high schools in Arizona and New York. We illuminate the role of language in shaping identity and inclusion. Through conceptualizing power and language ideology, we find that language ideologies and practices shape the perception of students’ social interactions in school settings. Our findings also indicate that teachers’ practices and school policies surrounding language(s) have the potential to affect how students view language in relation to their own identity and via social interactions. We contribute to an understanding of how language policies and ideologies shape the experiences and power dynamics of diverse, multilingual, immigrant-origin students.

Variations in access to acute care services by immigrant background and sociodemographic factors

Abstract Background The Emergency Medical Communication Center (EMCC) plays a vital role in the medical emergency response system by triaging contacts, notifying local physicians, and providing medical advice. The utilization of acute care services and the subsequent care pathway by individuals with immigrant background remains unclear in the Norwegian context. This study aims to investigate whether disparities exist in the acute care pathway for patients with different sociodemographic background who use ambulance services. Methods We examined all code red ambulance dispatches for life-threatening emergencies in 2021 in Norway. These ambulance dispatches were linked to primary health care and specialist health care contacts to trace patient pathways and outcomes. Statistical analyses were conducted using linear regression models, adjusted for patient characteristics, such as immigrant background, age, sex, municipality of residence, living condition, socioeconomic status, comorbidity and cause of emergency contact. Results Preliminary crude findings indicate that patients with immigrant background are overrepresented in the groups receiving acute primary care only and underrepresented in the groups transferred directly to specialist health care, within 8 hours after ambulance arrival at the patients’ location. Conclusions The preliminary results suggest challenges for the EMCC in triaging patients with immigrant background, but further research is needed to explore potential systematic differences. This study aims to improve understanding of disparities in access to acute care and inform targeted interventions to optimize resource allocation in emergency departments. Key messages • This study may improve understanding of disparities in access to acute care in Norway. • This study can inform targeted interventions to improve resource allocation in emergency departments.

Inclusive, needs-based research for addressing Health Literacy in Parents with immigrant backgrounds

Abstract Research indicates that parental health literacy is associated with child health outcomes. A 2021 study by the Norwegian Public Health Department found that certain immigrant groups struggle with health literacy due to language barriers, cultural differences in understanding of health and illness, and unfamiliarity with the Norwegian health system and services. To reduce differences in health literacy and better support parents with immigrant backgrounds to make health promoting choices for their children, and navigate the Norwegian health and social systems effectively, we need knowledge about their resources, challenges, and needs. This knowledge makes it possible to design strategies to promote parental health literacy and make health services more responsive to the needs of the population. Optimising health literacy amongst parents with immigrant backgrounds (OPAL) is a research collaboration between Oslo Metropolitan University and the Bjerke City District, one of the most culturally and linguistically diverse districts in Oslo. Applying the Optimising Health Literacy and Access (Ophelia) process, parents health professionals, and researchers work systematically together to develop knowledge of parents’ health literacy, identify priority areas for research, design and implement effective solutions in primary health care. In this presentation, we will describe how OPAL is rooted in the strategic priorities of the city district, how the project applies methods for needs identification and involves users and stakeholders at all stages. We will share experiences from planning and conducting inclusive data collection, preliminary results and describe how results will be used in development of targeted health literacy actions.

4.N. Scientific session: Equity in Child Health: Leveraging Universal Health Promotion Services for Families Amid Uncertainty

Abstract This workshop addresses the urgent need to foster resilience and equity in child health within the context of an increasingly uncertain Europe. Rapid societal changes, exacerbated by events such as the COVID-19 pandemic and heightened risks of conflict, climate change and economic instability, underscore the importance of nurturing environments where children can thrive despite challenging circumstances. The workshop aims to explore strategies for promoting well-being and addressing social inequalities in child health within the context of universal health promotion services, such as school health services and child health clinics. Objectives are to 1) Elucidate the importance and impact of universal health promotion services in addressing social inequalities and promoting equitable opportunities for all children, regardless of background or circumstance; 2) Identify actionable steps for interventions mitigating social inequalities and promoting equitable opportunities focusing on health literacy among parents with immigrant backgrounds; 3) Showcase successful models and initiatives in universal healthcare and health promotion services for children and families, emphasizing early intervention and standardized evaluation tools; and 4) Facilitate dialogue and knowledge exchange among professionals, policymakers, and stakeholders involved in child and adolescent health promotion. This workshop’s added value lies in its multidisciplinary approach, fostering collaboration for innovative solutions in child health resilience and equity. The coherence between presentations lies in their joint focus on addressing social inequalities in the context of universal health promotion services for children and families. Each presentation offers a unique perspective on these themes, contributing to a comprehensive understanding of the challenges and opportunities in child health promotion. • Hanne Nissen Bjørnsen’s presentation on the role of universal services in public health and addressing social inequality sets the stage by examining the structural factors contributing to disparities in child health outcomes. • Kirsti Riiseŕs presentation conveys the importance of user, stakeholder, and community involvement in creating culturally sensitive strategies for effective health promotion services in the context of health literacy among parents with immigrant backgrounds • Kristin Haraldstad’s presentation on Starting Right, an evidence-based assessment of children in municipalities healthcare centers, highlights the importance of early intervention and targeted support in mitigating health inequalities and promoting well-being. Format of the workshop: Three 10-minute presentations followed by a 20-minute moderated discussion to delve into empowerment and equity in child health, encouraging rich idea exchanges. Key messages • Leveraging universal health promotion services effectively empowers children and families while addressing social inequalities amidst periods of uncertainty. • Collaborative, user-centered approaches and evidence-based working strategies are key to promoting equity and building resilience in child health.

Cybercrime in Nordic countries: a scoping review on demographic, socioeconomic, and technological determinants

Knowledge of factors contributing to cybercrime threats is needed to plan effective prevention strategies to combat the increasingly common occurrence of cybercrime. This scoping review summarizes current status of the literature published on the demographic, socioeconomic, and technological determinants of cybercrime offenders and victims in Nordic countries. The review followed Arksey and O’Malley’s methodology and the PRISMA-ScR guidelines, leading to the selection of 16 articles published between 2013 and 2022 for critical appraisal and data extraction. Only two studies focused on cybercrime offenders. The majority of studies (n = 10) were conducted in Finland and the dominant types of crime were harassment and online hate. Age, gender, living alone, immigration background, income, and education played different roles in determining victimization for different types of cybercrime. Associations between victimization and technological factors such as computer skills, protective measures, and specific platforms have also been identified. This review contributes to the emerging research area of cybercrime in Nordic countries by mapping the context of cybercrime and highlighting areas where further research is needed to ensure the protection of individuals in an increasingly digitalized world.

Advancing mammography uptake among vulnerable groups: a systematic review of intervention strategies

Abstract With over 2 million cases diagnosed annually, breast cancer is a leading cause of cancer-related disability and mortality. Despite global efforts to implement mammography screening programs, uptake rates vary widely across settings due to socioeconomic factors and accessibility challenges. To improve participation, targeted interventions addressing barriers faced by underserved groups are essential for promoting inclusive screening and early detection. As part of the ENTER project, which aims to address disparities in breast cancer screening participation among women with low socioeconomic status (SES) in Flanders, Belgium, we conducted a systematic review and meta-analysis on the effectiveness of interventions to enhance mammography uptake. To explore the differential impact of interventions on mammography uptake among vulnerable groups, including individuals with low SES, underinsured, with immigrant background or part of an ethnic minority, subgroup analyses were performed. 7 databases were searched, resulting in the inclusion of 54 out of 9,366 papers for analysis. 14 types of interventions were identified. The meta-analysis showed significant pooled effects of interventions that increased mammography uptake [OR 1.8 (95%CI 1.6-2.2)], particularly among vulnerable populations [OR 2.2 (95%CI 1.7-2.8)]. The most effective interventions were educational interventions [OR 3.03 (95%CI 2.2-4.9); in vulnerable groups OR 2.7 (95%CI 1.9-3.9)]. As expected, interventions adapted to linguistic needs and culturally sensitive approaches showed a significant effect among vulnerable target groups [OR 2.9 (95%CI 1.1-7.9) and OR 2.5 (95%CI 1.1-5.6), respectively]. Reminders were also highly effective [OR 1.8 (95%CI 1.5-2.1); in vulnerable groups OR 2.5 (95%CI 1.9-3.1)]. This review underscores the critical role of targeted interventions in augmenting screening mammography uptake, particularly among vulnerable populations, where odds of participation can increase by up to 2-3 times. Key messages • Interventions adapted to the linguistic needs of the target population and culturally sensitive approaches, aligned with values and beliefs of a specific community, can greatly enhance screening rates. • Considering costs, practicality and impact, reminder letters with culturally and linguistically adapted content emerged as the most promising option for implementation in the ENTER project.

Educational and employment for adults with a history of migration and foster care in Finland

Abstract Several studies document the adverse educational prospects for both immigrant-origin as well as out of home placed children and youth. Few studies have examined the educational and employment outcomes of migrant-origin young adults with a history of out-of-home care (OHC), which is the aim of our study. Methods. We studied all subjects born in 1976 to 1995 abroad and immigrated to Finland as underage persons prior to 2010 (N = 20 037), comparing them to children born in Finland to foreign born parents (N = 3198) and a matched random sample of host population (N = 23 187) according to register data 1991 to 2015. We formed OHC alumni and non-OHC alumni groups among refugee-origin born abroad and in Finland, non-refugee-origin born abroad and in Finland as well as native Finns group. Logistic regression analysis was used in which age of the child in the first placement, number of placements and the type of the first place were adjusted. Results.Minors both with refugee and non-refugee background born in Finland were more likely than native Finns to be placed in OHC. A history of OHC predicted less chance of degrees completed and being employed compared to non-OHC peers in all study groups. Refugee background born abroad having history in OHC had lower educational and employment outcomes as young adults compared to other OHC groups. Education made difference since immigrant background having OHC history and post-compulsory degree had two times higher likelihood of being employed. The first OHC during teenage years decreased odds for post-compulsory education but increased odds for employment. Multiple placements in OHC decreased a youth’s chances of completing degrees and employment Key messages • Education made difference since persons with OHC history and degrees done had two times higher likelihood of being employed. • Refugee origin OHC alumni were in the most vulnerable position with less degrees and less employment, and thus they need any support in their studies.

Impacts of an interpretation fee on immigrants’ access to healthcare: A Danish survey study

Abstract Background In 2018, a fee for healthcare interpretation was introduced for immigrants living in Denmark for more than 3 years to incentivize learning Danish faster. The fee entails out-of-pocket costs ranging from 26-225 EUR per consultation, outpatient visit, or hospital admission. Little evidence is available on how immigrants experience impacts of the fee on their access to healthcare. The study aims to address this gap. Methods Using survey data collected among newly arrived immigrants (n = 486) at 26 cluster-randomly selected language schools in 2021, we analysed prevalence and socio-demographic background of immigrants reporting interpretation needs, and self-reports about whether the fee had caused immigrants to refrain from seeking healthcare, using ad hoc interpreters, and trying to learn Danish faster. Results In the study population, 19% (95% C.I. 14-26%, n = 95) reported interpretation needs. Refugees and their families (OR: 10.2, 95% C.I. 5.3-19.7) more often reported interpretation need compared with EU/EEA immigrants, as did immigrants with low education (OR: 1.9, C.I. 1.2-2.8), low income (OR: 2.6, C.I. 1.6-4.5) or poor self-perceived health (OR: 3.2, C.I. 1.1-9.2), adjusted for gender, age, region of residence, and length of stay. Among immigrants needing interpretation, 42% (C.I. 32-53%, n = 69) reported having refrained from seeking healthcare due to the fee, 73% (C.I. 55-86%, n = 119) using ad hoc interpreters, and 77% (C.I. 59-89%, n = 126) trying to learn Danish faster. Conclusions Findings suggest that the policy aim of incentivizing resettlement country language acquisition is partly met, but that the fee has unintended consequences in terms of hampered access to healthcare and increased use of ad hoc interpreters, raising concerns about unmet health needs and poorer quality of care, especially for vulnerable immigrants. Potential benefits of the policy should be carefully evaluated against severe negative impacts on immigrants’ access to healthcare. Key messages • Healthcare interpretation fees appear to be incentivizing acquisition of the resettlement language, but at the same time severely hamper access to care. • The fee appears to disproportionately affect vulnerable immigrants, including refugees and their families and immigrants with low education, low income, and poor health.

Perceived parental prejudice and a tolerant class context in ethnic bullying: The buffering role of teachers.

Despite recent efforts to understand the possible impact of contextual factors on adolescents' involvement in ethnic bullying, most existing studies have focused on the effects of one context at a time. As adolescents are simultaneously exposed to the influence of multiple socialization agents, the aim of this study was to investigate whether teachers' and classmates' tolerance towards ethnic minorities could buffer the effect of perceived parental prejudice on adolescents' involvement in ethnic bullying. Data were collected between January and February 2020 from 9th grade adolescents (N = 582; Mage = 15.23; SD = 0.65; 50.9% female; 30.7% with an immigrant background), and their teachers (N = 72; aged between 27 and 65 years; 79% female), belonging to 37 classrooms located in Italy. A cross-sectional multilevel analysis showed that teachers' tolerance moderated the effect of perceived parental prejudice on adolescents' involvement in ethnic bullying. Specifically, we found that in classrooms with low levels of teachers' tolerance, perceived parental prejudice was significantly associated with students' involvement in ethnic bullying. Conversely, in classrooms with high levels of teachers' tolerance, parental prejudice was no longer associated with ethnic bullying. Furthermore, classmates' tolerance was not significantly associated with students' involvement in ethnic bullying and did not moderate the association between perceived parental prejudice and adolescents' engagement in ethnic bullying. Findings are discussed highlighting the important role of school as a context to promote positive multicultural relations and the unique role played by teachers in affecting adolescents' behaviors.

Uptake of cash benefits among children with a disability in Norway: The role of parental socioeconomic characteristics and immigrant background

AbstractCaring for a disabled child involves both indirect and direct economic costs, which in turn may create a financial burden for the family. Using Norway as a case, we examine if public compensatory measures reach those most in need, by assessing whether socioeconomic disadvantages and immigrant background impact adversely on the uptake of a nationally available cash benefits eligible for parents caring for a child with a disability. We take advantage of national administrative register data on children with a selection of well‐defined diagnoses born between 2009 and 2017 (N = 14,469). Our results show nonnegligible, but relatively minor, social inequalities in the uptake of cash benefits related to socioeconomic and immigrant background. Our findings indicate that this state's financial support seems to reach those most in need. However, it is essential to deepen our understanding of how socioeconomic and immigrant backgrounds influence access to and utilization of municipal healthcare services. Notably, the application process for these services often involves a greater degree of discretion on the part of welfare professionals. Further research is needed to illuminate the nuanced dynamics of these factors in the context of accessing healthcare services at the local level.

Language barriers and mental health problems of preschool children born very preterm in Germany.

We assessed whether behavioural and emotional problems of 5- to 6-year-old preschool children born very preterm (<32 weeks' gestation) are associated with an immigrant background and linguistic distance of their first language to the host country's official language, German. This is an observational longitudinal cohort study. Data are from the national multicentre German Neonatal Network cohort, including all very preterm births from 2009 onwards. A total of 3220 (n = 1570 female) children were followed up at preschool age; 629 (n = 324 female) of these had an immigrant background. Behavioural and emotional problems were assessed using the parent-reported Strengths and Difficulties Questionnaire (SDQ). Mixed-effects models showed that immigrant status alone was not associated with children's behavioural and emotional problems. However, a higher linguistic distance of the children's first language to German was associated with higher SDQ total problem scores (coefficient = 0.008, 95% confidence interval 0.002, 0.015), after adjusting for known confounders. Language barriers in the form of linguistic distance between the first language of children born very preterm and countries' official languages are associated with increased risk for behavioural and emotional problems. More research is needed on how language barriers affect long-term developmental outcomes of immigrant children born very preterm.

The importance of mathematics self-concept and self-efficacy for mathematics achievement: A comparison between public and independent schools in Sweden

This study investigates the relationships between students’ self-concept, self-efficacy, and achievement in mathematics, considering contextual factors such as socioeconomic status, gender, and immigration background, by using Swedish data from PISA 2003 and 2012. Additionally, these relationships between the two types of schools in Sweden are compared. In Sweden, the school system generally includes municipally-run schools (public) and independent schools (also funded by the state but run privately). Findings indicate a positive correlation between robust mathematics self-concept and self-efficacy and enhanced mathematics performance. Notably, students with better socioeconomic status exhibit heightened levels of mathematical self-concept and self-efficacy, corresponding to superior mathematics outcomes. Gender nuances reveal that, despite superior mathematical performance, girls report less positive self-concept and self-efficacy in mathematics than boys. Surprisingly, mathematics self-concept tends to have a closer association with achievement in independent schools than in public schools, while mathematics self-efficacy influences achievement more in public schools than in independent schools. Besides, independent school students’ mathematics achievement is more associated with socioeconomic status and gender compared to their public-school peers. Immigration background seems to play a more important role in predicting mathematics achievement in public schools than in independent schools.

Who flourishes in school? The interplay of academic self-concept and personality and its role for academic performance in middle adolescence.

Why are some students more successful than others? We combined motivational and personality predictors and jointly examined the relevance of subject-specific academic self-concepts and Big Five personality traits for academic performance. Based on data from two independent studies of German 9th graders (Study 1: N = 1,508, Mage = 14.98 years, 51% female, 38% immigrant background; Study 2: N = 19,783, Mage = 15.10 years, 50% female, 36% immigrant background), we, first, estimated latent bivariate correlations to investigate the nomological net between these socioemotional characteristics. Second, using latent moderated regression models, we examined the role of the main and interaction effects of both characteristics for academic performance levels and changes assessed by grades and test scores. Finally, we tested whether the relevance of socioemotional characteristics for academic performance differed across sociodemographic characteristics. Five findings stand out: First, we established widely consistent nomological nets between the academic self-concepts and Big Five traits, especially regarding the German self-concept. Second, the domain-specific self-concepts were consistent predictors of different academic performance measures in the respective subject. Third, beyond the established main effects of openness and conscientiousness, all Big Five traits contributed to performance in some way. Fourth, despite some inconsistencies, socioemotional characteristics formed only synergistic interaction effects. Fifth, students' sociodemographic background was likewise important illustrating main effects on performance and foremost synergistic interaction effects with socioemotional predictors. Our results highlight the complex interplay between motivation, personality, and sociodemographic variables in predicting academic achievement and underline the need to be mindful of this interactive nature. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Childhood poverty, social support, immigration background and adolescent health and life satisfaction: A population-based longitudinal study.

This study examined whether poverty (neighborhood and household) was associated with future health or life satisfaction outcomes and whether the association operated through social support (adult support at home, adult support at school, peer belonging), or differed by the immigration background (nonimmigrant family or immigrant family) of the family. This study utilized a retrospective, longitudinal, population-based cohort that included self-reported survey data from the Middle Years Development Instrument (MDI) completed by children at age 9 and age 12, linked to administrative records. Participants included 5906 children in British Columbia, Canada. Neighborhood and household poverty were observed at age 8. Social support from adults and peers was self-reported at age 9. Outcomes (overall health; life satisfaction) were self-reported at age 12. Adjusted multi-level multiple linear regression analyses and parallel mediation analyses were utilized. The interaction between poverty exposure and immigration background was also examined. Exposure to either poverty type was associated with lower levels of life satisfaction and overall health at age 12, though household poverty appeared to be associated with lower outcomes in comparison to neighborhood poverty. The indirect effects of poverty on outcomes appeared to operate primarily through adult support at home and peer belonging. Children in immigrant families had a larger negative association between neighborhood poverty and life satisfaction. Household poverty had a larger negative association to outcomes in comparison to neighborhood poverty. The association of poverty to outcomes differed by immigration background and operated partially through adult support at home and peer belonging.

“We Pupils Had to Hear…” Marginalised Youths’ Experiences of Racialising Language and Symbolic Violence in Swedish Schools

Guided by Pierre Bourdieu’s theoretical approaches of symbolic capital and symbolic violence, this article examines the everyday mechanisms of ‘otherising’ language practices in schools that reinforce racism against marginalised youths in Sweden. The empirical material is based on focus group discussions and individual in-depth interviews with youths with migrant backgrounds in Sweden. The stories told by the participants in this study indicate how young people with immigrant backgrounds are discursively racialised and otherised as a group that does not belong to Swedish society, through the articulation of negative opinions, attitudes, and ideologies as part of established colonial discourses. It is argued that the marginalisation of migrants in Sweden, which is a consequence of social policy, has even resulted in utilisation of a marginalised language — one that deviates from the majority language in several different ways.

Hybrid professional identities: exploring non-native English-speaking teachers’ lived experiences through the Cyborg Manifesto

ABSTRACT Drawing on Donna Haraway’s ‘Cyborg Manifesto’ and employing a hermeneutic phenomenological narrative enquiry approach, this article examines the complex professional identities of ‘non-native English-speaking (English) teachers (NNESTs) from immigrant backgrounds who speak English as an additional language in the Australian education system. Challenging the traditional binary division between native English-speaking teachers (NESTs) and NNESTs, this research reveals that NNESTs’ identities are fluid and multifaceted, akin to cyborgs, shaped by socio-historical discourses and influenced by determinants such as reflexivity, agency, and hybridity. NNESTs disrupt the established hierarchy in English language teaching, promoting inclusivity through their hybrid professional practices, driving pedagogical innovation, and contributing to the globalisation of education. Like cyborgs, they challenge traditional power structures and native speaker constructs, fostering a more equitable educational environment. This article endorses the recognition of ‘hybrid professional becoming’ in policy, practice, and teacher education, promising the development of intercultural teacher capabilities and inclusive, innovative, and equitable educational practices that enrich students’ English language learning experiences and reshape the field in alignment with Donna Haraway’s Cyborg Manifesto.

The vowel space of multiethnolectal (Stuttgart) German.

The emergence of multiethnolects, i.e.specific speaking styles or varieties associated with second and third generation speakers from immigrant backgrounds, has been observed and studied in several major cities in Europe and elsewhere in theworld. The multiethnolect that is the focus of this study is one such variety of colloquial German. Most previous research on multiethnolectal German has focused on grammatical features. This paper reports on the first comprehensive study of the vowel system (vowel quality and global vowel space size) of multiethnolectal German, based on data from Stuttgart. The results show that the vowel space of multiethnolectal speakers is in generally more centralized than that of a comparison group. A more detailed analysis reveals that the linguistic background plays an important role, as speakers with a Turkish or South Slavonic language background are responsible for this effect.

The importance of belonging: Interactions between individual and structural risk factors for youth‐disengagement

AbstractAre disengagement risks lower when youths are surrounded by others with similar risk traits? Applying theoretical perspectives of belonging and residential context, this study examines interactional effects between individual and structural risk factors for youth‐disengagement. From registry data of 590,085 Norwegians aged 16–24, the study finds less disengagement among youths in municipalities where an above‐average rate of individuals shared individual risk‐traits of immigrant background, young parenthood, and not completing high school. Youths with parents on social welfare had an increased risk of disengagement in municipalities with above average rates of people on social welfare. Sex‐stratified analysis reveals that men and women benefit from belonging to different risk‐groups. In challenging the prevailing segmented approach to individual and structural risk factors for youth‐disengagement, the findings demonstrate the need for continued examination of gender, belonging and residential context as theoretical perspectives.