Immigrant Background Research Articles

Discrimination in the Austrian rental housing market: The effect of information concerning first and second-generation immigrant status

This study investigates the previously unexplored effect that immigrant generation has on housing discrimination against immigrants. Property owners may perceive more recent immigrants as particularly “other” and fear that they will not be good tenants, e.g. because they will treat a property in an undesirable manner or not pay their bills. To test the effect of acculturation, we conduct an email correspondence test in Austria and compare landlords’ responses to inquiries from immigrants (with a Serbian, Syrian or Turkish name) of the first, first and a half, and second-generation to those who do not provide respective information about their immigration background. We find that when applicants indicate their place of birth and upbringing, discrimination is highest for first-generation immigrants and lowest for second-generation immigrants. This suggests an advantage for more acculturated applicants. However, compared to providing no information, actively signaling a second-generation background only benefits one of the immigrant groups tested (Syrians), who may be perceived as recent refugees otherwise.

Association of frailty with annual healthcare expenditures of older adults during cancer survivorship.

352 Background: Frailty contributes to healthcare expenditures. Cancer and its therapies can further increase or accelerate the rate of frailty. Addressing geriatric deficits contributing to frailty of older cancer survivors (ages 65+) could potentially reduce health expenditures. However, little is known about how frailty affects health expenditures during the continuing survivorship period, a period after initial treatment but before the end-of-life. Given that older adults with cancer can live for years, it is important to examine health expenditures during this period by levels of frailty. Methods: We used the 2-year longitudinal panels of the Medical Expenditure Panel Survey, a nationally representative survey, to identify cancer survivors who are likely in the continuing survivorship period. We created 5 cohorts who were surveyed in 2016, 2017, 2019, 2020, and 2021, and in the previous year. In each cohort, we selected older individuals with an invasive cancer diagnosis in both previous and current years who did not die in the current year. We pooled the cohorts to estimate annual healthcare expenditures, representing a cancer population of 11,802,386 in the US (n=2,206). We constructed a deficit accumulation frailty index using survey items and divided patients into 3 categories: robust, pre-frail, and frail. We used generalized linear regression to estimate the associations of frailty with annual healthcare expenditures during the continuing survivorship period for older adults, controlling for age, sex, race/ethnicity, marital status, immigration background, insurance coverage, family size, family income, and education. Costs were inflated to 2023 US dollars. Results: The per person annual healthcare expenditure among older adult survivors of all cancer types was $13499.13, $24698.77, and $34352.23 for those who were robust (75.2%), pre-frail (12.0%), and frail (12.8%), respectively, and being pre-frail and frail was associated with higher expenditures (P<0.001). In analyses by cancer type, being frail (vs. robust) was associated with higher expenditures for bladder (P<0.05), breast (P<0.01), cervical (P<0.01), and prostate (P<0.01) cancers. Pre-frail breast cancer patients also incurred more costs than those who were robust (P<0.01). Conclusions: Increased frailty was associated with higher annual healthcare expenditures among older cancer survivors during the continuing survivorship period. Addressing geriatric deficits and intervening to maintain function and prevent frailty progression during survivorship care could improve quality of life and reduce healthcare expenditures.

Social order in Sweden's politicized and vulnerable neighborhoods – The perspective of residents

AbstractThis paper draws attention to a group of neighborhoods that are the object of heated elite discussions in many European countries. Using Sweden as our case, we demonstrate the feasibility of conducting high‐quality surveys with residents in neighborhoods where large shares have an immigrant background and low socioeconomic status. Moreover, we develop a measurement that allows us to assess what residents in two of Sweden's politicized and vulnerable neighborhoods think is needed to improve the social order of their local areas. We find that residents believe that neighborhood problems are generally about a lack of social control between people and that residents are not preoccupied with culture clash issues. Overall, beliefs about what contributes to social order are structured, largely homogenous and independent of elite discourse. Based on a comparison with a nationally representative sample, we conclude that residents in vulnerable neighborhoods and residents in other neighborhoods share a similar worldview and approach to daily life, but that the need for local social order is more keenly felt in the vulnerable neighborhoods.

Survey on the Attitudes of School Community Members Regarding the Role of the Language(s) of Schooling in the Integration Process of Pupils with an Immigrant Background in Slovenia

In terms of integration policy, Slovenia is considered a country that promotes the integration of children with an immigrant background into schools as quickly as possible. However fast the integration process may be, languages always play a key role in the education of pupils with an immigrant background and teachers need to adapt to their different language needs and literacy levels. Furthermore, it is important that teachers use teaching methods that promote pupils’ linguistic development in their mother tongue as well. In this paper, we present the results of research on the role of languages of schooling in the success of all pupils in Slovenian primary education institutions, with a focus on those with an immigrant background. To achieve this goal, we conducted an anonymous survey (n = 78) among teachers and support staff and interviewed principals from nine Slovenian primary schools. The main aim of the survey and interviews was to investigate the status and understanding of the role of the languages of schooling in the context of the newly proposed cognitive-inclusive language didactics based on collaborative learning. The study found that while school staff recognise the importance of multilingual education and linguistic integration, there are significant gaps in training and support mechanisms for teachers. Although schools generally support the use of multiple languages, there is a lack of cross-language awareness and visible promotion of multilingualism in the school environment. The findings of the study suggest the need to introduce comprehensive, standardised training and support for teachers that focuses on improving cross-language awareness and inclusive educational practices, which can ultimately lead to better integration outcomes for immigrant pupils and enrichment of the educational environment for all members of the community.

Educational Poverty and Deprivation: Attitudes and the Role of Teachers during the Pandemic

Educational poverty is widespread in compulsory education in terms of poor learning and socio-cultural disadvantages; it affects students with disabilities, students with learning difficulties, and those with an immigrant background. During the pandemic crisis, students with special educational needs (SENs) mostly suffered the risk of an additional deprivation. Within an advanced inclusive model during school closure, the Italian State guaranteed access to schools only to students with disabilities. What effects did this “equalizing” measure produce? What kinds of attitudes have teachers adopted and what roles have they played (active vs. passive) in order to make it sustainable? What was their acknowledgement of the educational poverty and deprivation? To what extent were their attitudes differentiated? This article explores the roles and attitudes of teachers during periods of lockdown as a result of the COVID-19 pandemic in Italy. We assume that the teachers’ attitudes were differentiated on the basis of five cultural dimensions (auto/hetero-referencing; vision of remote teaching; relationship with bureaucracy, relationships with students; teaching as performance or relation), and two functions (classroom teachers/ SENs teachers). The study is based on 42 semi-structured interviews conducted with teachers, principals, and parents in six lower secondary public schools with high rates of SENs students and multi-ethnicity (Northern Italy), and focused on the organisational, teaching, and relational aspects. Results seem to confirm that not all teachers agreed with the Ministry line and adopted a range of responses to the challenge of maintaining inclusivity, from the inert/impatient to the creative/active ones. Their attitudes changed during the post-pandemic period from atomistic to more collaborative, and their preoccupation with the fragile “uncertified students” increased. The article closes with recommendations on teacher training.

Long-Term Change in BMI for Children with Obesity Treated in Family-Centered Lifestyle Interventions

Introduction: Several evaluations of lifestyle interventions for childhood obesity exist; however, follow-up beyond 2 years is necessary to validate the effect. The aim of the present study was to investigate long-term weight development following children participating in one of two pragmatic family-centered lifestyle interventions treating childhood obesity. Methods: This real-life observational study included Danish children 4–17 years of age classified as having obesity. Data from 2010 to 2020, from two community-based family-centered lifestyle interventions (designated hereafter as the Aarhus- and the Randers-intervention) were merged with national registers and routine health check-ups, including height and weight. Adjusted mixed effect models were used to model changes in body mass index (BMI) z score. We performed exploratory analyses of the development in BMI z-score within stratified subgroups of children treated in the interventions before investigating potential effect modifications induced by sex, age, family structure, socioeconomic, or immigration status. Results: With a median follow-up of 2.8 years (interquartile range: 1.3; 4.8), 703 children participated in an intervention (445 the Aarhus-intervention; 258 the Randers-intervention) and 2,337 children were not invited to participate (no-intervention). Children in both interventions experienced a comparable reduction in BMI z-scores during the first 6 months compared to the no-intervention group (Aarhus-intervention: −0.12 SD/year and Randers-intervention: −0.25 SD/year). Only children in the Randers-intervention reduced their BMI z-score throughout follow-up (Aarhus-intervention vs. no-intervention: 0.01 SD/year; confidence interval [CI]: −0.01; 0.04; Randers-intervention vs. no-intervention: −0.05 SD/year; CI: −0.08; −0.02). In subgroup comparisons, combining the two interventions, family income below the median (−0.05 SD/year, CI: −0.02; −0.09), immigrant background (0.04 SD/year, CI: 0.00; 0.07), or receiving intervention less than 1 year (0.04 SD/year, CI: 0.00; 0.08) were associated with a yearly increase in BMI z score. In addition, effect modification analyses did not observe any interaction by sex, age, family structure, socioeconomic, or immigration. Conclusions: Although the more dynamic intervention with longer duration obtained and sustained a minor reduction in BMI z score, the clinical impact may only be modest and still not effective enough to induce a long-term beneficial development in BMI in children with obesity.

Parents' and Children's Emotional Well-Being and Language Beliefs in Heritage Bilingual Families.

The present study aimed to examine how parents' psychological characteristics and positive beliefs about multilingualism predict children's emotional well-being in 51 multilingual families with an immigrant background. Parents were interviewed to assess their beliefs about multilingualism and completed a battery of questionnaires assessing depression, anxiety, psychological distress, parental competence, quality of life, and acculturative stress. They also completed the Strengths and Difficulties Questionnaire (SDQ), which assessed their children's socio-emotional and behavioral characteristics. The results from regression analyses showed that parents' depressive symptoms were significant concurrent predictors of children's conduct problems. In contrast, higher acculturation stress was associated with more emotional problems and better prosociality in children, although the stronger predictor for the latter variable was parents' self-efficacy. Positive beliefs about bilingualism were not related to children's well-being. The discussion highlights the importance of targeting parents' depressive traits and acculturation stress as possible risk factors for children's emotional and behavioral problems. Conversely, fostering parental self-efficacy may promote children's prosociality.

A qualitative study exploring the perinatal experiences of social stress among first- and second-generation immigrant parents in Quebec, Canada

BackgroundPerinatal psychological distress adversely impacts the well-being and social adjustment of parents and their children. Expectant parents who have migrated may be at higher risk for perinatal psychological distress due to various migration-specific stressors and healthcare service barriers. Limited studies have examined the perceived determinants of perinatal distress in immigrant parents, particularly men. This study explored first and second-generation immigrant parents’ lived experiences of social stressors and facilitators of perinatal psychological well-being.MethodsParticipants were recruited by convenience and purposive sampling as part of a larger study. Semi-structured interviews were conducted virtually with first and second-generation immigrant women and men in Quebec, Canada. An inductive thematic analysis was performed.ResultsSixteen women (age = 34.8 ± 3.7 years) and ten men (age = 35.1 ± 4.9 years) from various ethnic backgrounds participated in the study at 7.4 ± 0.73 and 7.5 ± 0.72 months postpartum, respectively. Three themes were identified: (1) cultural pressures (cultural differences in parenting, gender-related cultural pressures, health and baby-related practices), (2) health and social service access (social benefits and resources, and systemic barriers in health care), and (3) discrimination (physical appearance or parental-related discrimination, gender-related discrimination, ethnic-related discrimination). First-generation immigrant parents reported greater acculturative stress (i.e. mental health stigma, health care access) and ethnic discrimination concerns related to their distress. Among men, barriers include feeling as though the paternal role was devalued by society and not receiving consideration by health care.ConclusionsOur results highlight different social factors of perinatal well-being perceived by men and women from various ethnic and immigration backgrounds during the perinatal period. Perceived factors include macro-level factors, such as a country’s social climate, health and social policies and services, and social aspects of acculturative stress. Our findings suggest the need for continued efforts to challenge and eliminate discriminatory practices. Interventions and resources directed at first-generation immigrant parents should be bolstered. Understanding what parents perceive to facilitate or hinder their psychological well-being can help inform the development of tailored evidence-based programs and policies to better meet the mental health needs of Canadians and reduce gender disparities in the treatment of perinatal distress.

Understanding the roles and challenges of child protection employees in out-of-home care arrangements for children of minority and immigrant backgrounds in Rogaland, Norway

ABSTRACT The study was designed to understand the roles and challenges of child protection services (CPS) employees in arranging out-of-home care for children with minority and immigrant backgrounds in Rogaland, Norway. Findings from the six in-depth interviews with CPS employees showed that, guided by existing laws and policies, they follow three phases from investigation to the care order decision. The premium they place on “best-interests-of-children” can be contested in relation to the rights of the family. CPS employees day-to-day challenges include understanding minority families cultural backgrounds, finding foster families, and communication. Based on the findings, policy and practice recommendations are made.

Prevalence and Associated Risk Factors with Unawareness of Folic Acid Benefits Prior to Pregnancy: Results From Canadian Community Health Survey

Recent national studies on awareness of folic acid (FA) prior to pregnancy among Canadian women are lacking. Using the 2017–2018 Canadian Community Health Survey, we aimed to estimate prevalence and risk factors associated with Canadian women who reported they were unaware of the benefits of FA supplementation before pregnancy. Prevalence of unawareness of FA was 22.1%. Lower education, lack of a health care provider, low household income, and an immigrant background were associated with greater odds of unawareness of the benefits of FA supplementation. Persistent associations with measures of social disadvantage and social determinants of health emphasize the need for new targeted public health campaigns.

Bias in obtaining broad consent in a German general practice? - Preliminary results from a cross-sectional study.

The growing importance of collecting Broad Consent (BC) for research utilizing electronic health records in Germany has brought attention to the need for a deeper understanding of potential selection bias in the process. Since 2020, the BeoNet-Halle outpatient database has been collecting anonymous and pseudonymous patient data from primary care and specialty practices throughout Germany, with the practice being an integral part of this data collection effort. The primary objective of the pilot study is to explore potential socioeconomic discrepancies between patients who provided BC and the general practice population. This is a single-center, cross-sectional study. The study was performed with patients from one Medical Care Center including eight GPs. We categorized patients with at least one interaction with a general practitioner from March 2021 to January 2023 into two sets: patients who approved BC versus a randomly chosen representative sample (RS) of non-BC inquirers. We mailed a sociodemographic survey to both groups. A total of 561 patients were analyzed, with the BC group responding more actively (60.7%) than the RS group (29.7%). Age and gender were similar between the BC group and RS group. Being widowed, divorced, or unmarried and being neither open nor hostile toward research was associated with an increased likelihood of giving consent. Analysis of personality traits did not show any impact on giving consent. Overall, this study outlines that there is some bias between BC and RS. Possible associations in BC decisions that offer insights into complex decisions to participate in medical research are marital status, immigrant background, income, and age. Findings emphasize the potential of BC for outpatient research, warranting further investigation to optimize its application in the general practice setting.

Children of immigrants' behavioral trajectories and family processes: Using an integrative developmental model.

Using an integrative developmental model, this study revisited the "immigrant paradox" in early behavioral development, differentiating immigrant background from race and examining the role of family processes (family structure, stability, racial/ethnic socialization) in disparities between immigrant and U.S.-origin children. Growth-curve analyses on a sample of children aged 5-7 (N = 12,520) from the Early Childhood Longitudinal Study-Kindergarten class of 2010-2011 data set revealed distinct behavioral trajectories based on parental country of origin. Some groups outperformed the racially matched U.S.-origin peers by improving faster (internalizing behaviors: Salvadoran) or maintaining their advantages (internalizing: Mexican, Dominican; externalizing: Mexican, Salvadoran, Guatemalan, South American, and Dominican), while others faced continued challenges (externalizing behaviors: Japanese, Thai) or exhibited a nuanced pattern such as beginning with an advantage but deteriorating faster (internalizing: Cuban). The time-varying, country-of-origin-specific family processes fully or partly explained some disparities (except for Asian), emphasizing the need for a sociocultural understanding of the distinct strengths and limitations in racial-ethnic minority families. This contextualized knowledge is crucial for promoting healthy child development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Connected from Afar: Culturally Grounded Remote Peer Support During the COVID-19 Pandemic

In this article, two PhD students from separate Canadian universities, both sharing an immigrant background, engage in autobiographical narrative inquiry, highlighting the importance of peer-support experiences during the pandemic. They explore their journeys as immigrants and PhD students, recounting their experiences in a virtual support group. This narrative illustrates the exchange of academic, mental health and personal support rooted in shared culture, language and ethnicity. The study provides insights into the benefits of peer support on virtual platforms and adds immigrant perspectives. It suggests that university administrators can find innovative ways to support marginalized students, fostering mutual support among them, particularly in the remote-learning context of COVID. This article highlights the potential for authentic and effective support systems that address the unique challenges faced by immigrant and marginalized students, enhancing their academic and personal development.

Changes in peer belonging, school climate, and the emotional health of immigrant, refugee, and non-immigrant early adolescents.

Early adolescents who are new to Canada experience dual challenges of navigating developmental changes and multiple cultures. This study examined how changes in early adolescents' emotional health from ages 9 to 12 differed by immigration background, and to what extent peer belonging and supportive school climate protected or promoted their emotional health. This study drew upon linked self-report and administrative data. Across 10 school districts in British Columbia, Canada, N = 4479 non-immigrant, immigrant, and refugee adolescents reported on their peer belonging, school climate, and emotional health (life satisfaction, optimism, self-esteem, sadness, worries) in Grades 4 and 7, using the Middle Years Development Instrument. Immigration background including immigration class (economic, family, refugee) and generation status (first, second) were obtained from linked Immigration, Refugees, and Citizenship Canada data. Multi-level modeling assessed the effect of time (grade level), immigration group, and changes in peer belonging and school climate on changes in self-reported emotional health. Analyses were adjusted for gender, English first language, and low family income. Immigrant and refugee adolescents reported worse emotional health in Grade 4 compared to non-immigrants. Non-immigrant and immigrant adolescents reported declines in emotional health from Grades 4 to 7. In contrast, first-generation refugee adolescents reported significant improvements in life satisfaction, and first- and second-generation refugees reported improvements in worries over this period. Perceived improvements in peer belonging and school climate were associated with positive changes in emotional health for all adolescents. Changes in adolescents' emotional health from Grades 4 to 7 differed between immigrants, refugees, and non-immigrants. Immigrants and refugees who enter adolescence with lower emotional health than their non-immigrant peers may particularly benefit from culturally responsive school and community-based interventions.

Negotiating Masculinity and Cultural Identity in Americanah: An Analysis of Hegemonic Norms in Nigerian Diaspora Literature

This article delves into the presentation of masculinity and cultural identity in diaspora literature, honing in on Chimamanda Ngozi Adichie's Americanah. The study seeks to understand how cultural expectations and power dynamics contribute to the construction of masculinity within Nigerian diasporic communities, utilizing Connell's theory of hegemonic masculinity. Furthermore, it seeks to examine the impact of cultural fusion on the development of masculinity and cultural identity in male main characters in the chosen novel and to investigate how the intersections of race, gender, and immigrant background converge to influence the formation of masculinity in Americanah. Through a thorough examination of the male characters, the research delves into their engagements with dominant norms while striving to establish their sense of self and connection. The primary discoveries underscore the complex interplay among race, gender, and the immigrant background in moulding not only personal but also communal identities. The investigation pinpoints occurrences of defiance and rebellion against the prevailing masculine norms, while also exploring the potential for cultural amalgamation to redefine conventional ideas of masculinity. This scholarly inquiry enriches the comprehension of the intricate dynamics surrounding masculinity and cultural identification, providing valuable perspectives on the nuances of diasporic encounters and their influence on identity formation within diasporic literary works. In addition, this learned analysis creates opportunities for more inquiries into the relationships among sex, ethnicity, and individuality in contemporary literature, ultimately propelling the awareness of different plots within migrant communities.

Exploring Links Between Social Competence, Immigrant Background, and Children’s Preschool Adjustment

ABSTRACT Research Findings: In the present study, we investigated the roles of children’s social competence and immigrant background in the prediction of the quality of children’s relationships with peers and teachers and school adjustment. Participants were N = 212 children (M age = 58.32 months, SD = 10.72; n = 98 with an immigrant background) and their teachers (two per class). One teacher in each class assessed children’s social competence and behavior problems, whereas the other rated the quality of their attachment relationships with the children and their adaptation to school. Social acceptance was assessed via peer sociometric nominations. Among the results, children with an immigrant background evidenced greater conflict and dependence in their relationships with teachers, poorer social acceptance, and less pleasure in school. Among children with an immigrant background, externalizing behaviors were associated with conflict in relationships with teachers, whereas internalizing behaviors were associated with dependence. Practice or Policy: The study highlights how social behaviors and immigrant background can affect the quality of attachment relationships with teachers in the preschool classroom.

Secondary school students’ attitudes of tolerance towards minorities

Continued migration flows are inevitable, and research into favorable conditions for educating students in pluralistic societies is timely. This study attempts to address the operationalization of favorable conditions when educating children in diverse societies. Previous research into the contact hypothesis and acculturation theory has suggested that moderating factors are necessary for contact between groups of “others” to effect positive change in attitudes of tolerance and reduce prejudice. To represent groups of “others”, this study—which analyzed ICCS data from both the 2009 and 2016 cycles—considers lower-secondary students with an immigration background, who speak a different language than the administered assessment in the home, and diversity in terms of socio-economic background. To represent a desirable or “successful” classroom context, the study focuses on attitudes of tolerance held by lower-secondary students towards minorities, investigating whether participation in civic activities in the school or community, or the act of learning in more diverse classrooms, was associated with increased rates of tolerance. Findings supported the stated hypotheses to some extent, as some associations between heterogenous classroom composition (in terms of the share of students from immigrant backgrounds and those who spoke different languages in the home) and increased attitudes of tolerance towards minorities were observed. Student participation in civic activities in school was significantly associated with higher attitudes of tolerance towards minorities in 16 out of 18 analyzed countries. A relation between civic participation in the community and tolerance towards minorities was not found. Overall, students’ rates of tolerance towards minorities increased significantly for the majority of analyzed countries between 2009 and 2016.

Treatment of substance use disorders in adolescence and early school leaving.

To examine early school leaving in a longitudinal cohort of all high school students treated for substance use disorder (SUD) and their demographic counterparts in Norway. From the National Patient and National Population Registries, we extracted (a) all high school students born in 1991-1992 who received SUD treatment during 2009-2010 (N = 648; nalcohol = 95, ncannabis = 327, and nother drugs = 226) and (b) their age-and-gender matched counterparts (n = 647). From the National Educational Database, we obtained enrollment and graduation status for these two cohorts throughout the designated school period of 5 years. We estimated the hazards of early school leaving as a function of students' treatment for alcohol, cannabis, and other drug use disorders and other known risk factors. Nine out of 10 adolescents receiving SUD treatment left high school early (89%) compared with one in four (27%) from the matched cohort; 422 (73.5%) of these left high school during or after the treatment year. Multivariate discrete-time models revealed significant and ordered associations between receiving SUD treatment and early school leaving, HRalcohol = 3.09 [1.96, 4.89], HRcannabis = 3.83 [2.64, 5.56], HRother drugs = 5.16 [3.32, 8.03], even after accounting for individual-level (sex, immigrant background, criminal charges, and mental health treatment), family-level (family structure, parental education, and family income), and structural risk factors (municipal size, county employment, and dropout rates). Adolescents receiving SUD treatment remain especially vulnerable for early school leaving. These findings underscore the importance of improving and coordinating health and educational services for youth in SUD treatment. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Leveraging community-based mental health services to reduce inequities for children and families living in United States who have experienced migration-related trauma.

Trauma systems therapy for refugees (TST-R) is a trauma-focused, culturally responsive mental health prevention and intervention model designed to meet the needs of children and families who are fleeing their home countries and seeking humanitarian refuge. TST-R provides trauma-focused mental health treatment and addresses problems in part exacerbated by harsh U.S. immigration policies (e.g., poor mental health, stigma, fear) that have implications for the psychosocial well-being of immigrant children and families, especially those who have experienced migration-related trauma. Informed by a community-based participatory research approach, TST-R was developed as an adaptation of trauma systems therapy to address common barriers to care experienced by those of refugee and immigrant backgrounds, including mental health stigma, distrust of service systems, and cultural and linguistic barriers. TST-R is a multitiered and phase-based intervention that strategically addresses stressors and needs across levels of the social ecology. Most TST-R services are delivered in easily accessible, nonstigmatizing settings (e.g., school) by a cultural broker and a clinician who work in partnership. TST-R has been disseminated and implemented with multiple cultural groups (e.g., Somali, Bhutanese) across the United States and Canada. Given the unique stressors, strengths, and needs of immigrant children and their families, mental health services must be equitable, community based, and sustainable. TST-R demonstrates promise as a prevention and intervention model especially for those experiencing immigration policy-related stressors and may serve as a guide for developing child mental health policies and immigration policies that promote mental well-being for immigrant families. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Municipal housing queues as a generator of housing inequalities between natives and immigrants in Sweden

The ongoing debate on Swedish municipal housing’s universalist characteristics has focused on declining supply, stricter access criteria, and changing tenant demographics. This study addresses a research gap by examining how Swedish municipal housing queues, prioritizing apartment allocation by registration duration, influence tenant selection. Using a unique dataset from Bostaden, Umeå’s municipal housing company, linked to register data, the study investigates factors influencing housing queue accumulation and usage, with a focus on immigrant background. It further analyses how immigrant background affects the timing of exiting the housing queue to secure apartments. Furthermore, the study explores how the immigrant background of individuals obtaining queue-assigned apartments influences neighbourhood demographics. The findings highlight the substantial challenges faced by immigrants, particularly those from the Global South, in terms of housing queue accumulation, utilization, and neighbourhood attainment. These insights reveal how housing queues, as seniority-based rationing mechanisms, contribute to the perpetuation of housing and socio-spatial inequalities in Swedish cities.