Immigrant Background Research Articles

Regional, state, and immigrants’ heritage languages in high school: The effect of geographic origin and linguistic acculturation profiles on language attitudes

Aims and Objectives/Purpose/Research Questions: This study explores the language attitudes that high-school students of immigrant origin hold toward Catalan, Spanish, and the heritage languages of immigrant communities, focusing on linguistic acculturation profiles at school and geographic origin of these students. It takes place in Catalonia (Spain), a multilingual setting where Spanish and Catalan have official status. Design/Methodology/Approach: Using a 5-point Likert-type scale, 198 students of immigrant background were asked about their attitudes regarding these three languages, as well as questions regarding their linguistic acculturation profiles at school. Data and Analysis: A K-means cluster analysis was conducted to create identity groups based on linguistic acculturation profiles at school. Then, a series of analyses of variance (ANOVAs) were run: first to analyze the relationship between linguistic acculturation profiles and attitudes toward heritage languages, such as Catalan and Spanish, and second between linguistic acculturation profiles and continent of origin. A two-factor ANOVA was conducted to test the interaction effects between linguistic acculturation and geographic origin regarding language attitudes. Findings/Conclusions: Those in the acculturation profile that incorporates all three languages at school have significantly lower attitudes toward Catalan, suggesting that heritage language maintenance is perceived as incompatible with Catalan at school. As for geographic origin, the European origin group is more commonly placed in the Catalan assimilation acculturation profile than the African and Latin American groups. There is also a significant interaction effect between origin and the acculturation profile, with the European multilingual group showing significantly less positive attitudes toward Catalan. Originality: While other studies have explored immigrant attitudes toward Catalan and Spanish, very few have incorporated the wide range of unofficial languages present in the territory, like Arabic, Amazigh, or Romanian. Significance/Implications: These results complement previous general acculturation research showing that, for linguistic acculturation as well, racialized ethnic hierarchies affect the acculturation options available to different linguistic groups.

Recruitment of Volunteers with Immigrant Backgrounds: The Impact of Structural and Individual Aspects

AbstractVolunteering is associated with health-promoting benefits for both recipients and volunteers and may contribute to a more inclusive society. However, studies have shown a persistent pattern of social inequality among those who volunteer, and immigrants participate as volunteers less than the majority population. To date, approaches for recruiting immigrant populations have not been sufficiently examined, even though multicultural societies are becoming increasingly diverse. This study investigates how recruitment is carried out in voluntary organizations and how volunteers who are involved in recruitment reflect on the inclusion of citizens with immigrant backgrounds. Qualitative interviews were conducted with 18 volunteers and three employees with recruitment responsibility at five voluntary organizations engaged in welfare and community-related activities in a semirural district in Norway. Our findings show that different structural factors and individual aspects of the recruiter influence the recruitment of immigrants as volunteers. Large-scale organizations are more professionalized and more directed by fundings and frameworks and demand more qualifications due to their volunteer tasks. This might make inclusive recruitment more challenging. Small-scale organizations have more flexibility and less professionalized volunteer activities, making recruitment more inclusive. In addition, if the small-scale organizations are minority driven, it seems to positively influence the recruitment of immigrants through increased diversity sensitivity and more connections with immigrants through their social network.

Διαπολιτισμική Εκπαίδευση – Σκέψεις και κριτικές επισημάνσεις για το «αντικείμενο» της αναγνώρισης

The question "how to realize the goal of recognizing and acknowledging cultural differences, while avoiding the risk of reproducing stereotypes about the 'other'?" remains of major importance for the theory and practice of Intercultural Education. This question requires clarification regarding "how" exactly we conceptualize "recognition" and, respectively, define its "object". Starting from these findings, this paper deals, in a first step, with three main conceptualizations of recognition by Taylor, Honneth & Stojanov, and by Butler, examining "how" in each case the "object" of recognition and, by extension, the goal of the subject's educational process is defined. In a second step, an attempt is made to correlate the theoretical conclusions with the perspective of the recognition needs of adolescents with an immigrant background, in order to clarify that conceptualization of recognition which can meet both the needs of the subjects and the critical and emancipatory character of Intercultural Education. We conclude that the definition of the "object" of recognition in the case of adolescents with an immigrant background should have as its central reference point their efforts to form a culturally pluralistic self, through the overcoming of social distinctions and separations caused by the dominant ethnic discourse.

Cognitive, social, and mental health functions of refugee children – screening and supportive actions at school: a study protocol

BackgroundDespite a world-leading educational system, an achievement gap in educational outcomes exists between children of refugee background and native-born peers in Finland. To offer targeted support for children at schools, we need to be able to reliably assess and understand the interplay of the aspects of children’s cognitive, social, and mental health functions that may explain the underachievement of refugee children.This study tests a novel research-based, universally applicable screening battery for evaluating cognitive, social, and mental health functioning of children at schools and planning supportive actions. It aims to answer research questions about a) the cognitive, social, and mental health functioning of refugee children compared with non-refugee immigrant and native-born children, b) the interplay of these different functions among refugee and other children, c) whether implementing a screening battery can inform schools in planning supportive actions for (refugee) children, and d) whether such supportive actions result in improvements in cognitive, social, and mental health functioning.MethodsFour hundred fifty children aged 10–12 will be recruited from primary schools, including 150 children of refugee background, 150 of non-refugee immigrant background, and 150 native-born Finnish children. A screening battery including tasks and questionnaires on different aspects of cognitive, social, and mental health functioning will be used to assess the children in their classrooms at the start and end of a school year. Supporting information will also be collected from parents and teachers. The information gathered will be collated into class-level feedback reports for teachers and, with parental permission, individualized reports for multiprofessional student welfare bodies, for informing supportive actions. Correlational and latent profile analyses, ANOVAs, and linear regression will be used to answer the research questions.DiscussionThis study will help clarify how the interplay of cognitive, social, and mental health factors may explain underachievement at school among refugee children. It will provide evidence about the extent to which a standardized screening battery could be helpful in informing and planning supportive actions for children at schools, and whether such supportive actions can lead to positive cognitive, social, or mental health outcomes.Trial registrationThe study will be preregistered on the Open Science Framework.

Public Beliefs About Accessibility and Quality of Emergency Departments in Germany.

It is well established that emergency department (ED) crowding leads to worse health outcomes. Although various patient surveys provide information about reasons to visit EDs, less is known in terms of beliefs about EDs among the general population. This study examines public beliefs regarding accessibility and quality of EDs and their associations with social characteristics (gender, age, education, immigration background) as well as knowledge about emergency care services and health literacy. We conducted a cross-sectional study based on a random sample of 2,404 adults living in Hamburg, Germany, in winter 2021/2022. We developed eight statements regarding accessibility and quality of EDs leading to two scales (Cronbach's α accessibility = 0.76 and quality of care = 0.75). Descriptive statistics of the eight items are shown and linear regression were conducted to determine associations of the two scales with social characteristics as well as knowledge about emergency care services and health literacy (HLS-EU-Q6). Nearly 44% of the respondents agreed that "you can always go to an ED, if you do not get a short-term appointment with a general practitioner or specialist." And 38% agreed with the statement, "If you do not have the time during normal practice hours due to your work, you can always go to an ED." In terms of quality, 38% believed that doctors in EDs are more competent than doctors in general practice, and 25% believed that doctors in EDs are more competent than doctors in specialized practices. In the fully adjusted model, public beliefs about emergency care accessibility and quality of EDs were significantly associated with all social characteristics and knowledge of emergency care options with the strongest associations between knowledge and accessibility (β = -0.17; P < 0.001) and between education and quality (β = -0.23; P < 0.001). We found endorsement of public beliefs about accessibility and quality of EDs that can lead to inappropriate utilization. Our results also suggest that knowledge of different emergency services plays an important role. Therefore, after system-related reorganizations of emergency care, information campaigns about such services tailored to socially deprived populations may help alleviate the issue of crowding.

‘다문화학생’ 대상 대학입학 특별전형에서 나타나는 선별적 통합

This paper focuses on examining the realities of integration and exclusion within the university education system, with a particular emphasis on the opportunity equalization measures targeting multicultural students. By reviewing the eligibility criteria for special admissions targeting multicultural students for the university entrance, the analysis explores the institutional situations in the higher education selection system for multicultural students based on their respective immigration backgrounds and identifies which multicultural students are included in the integration process. To accomplish this, the paper analyzes the admission guidelines of 29 major domestic universities, focusing on the special admissions for foreign students and admissions targeting multicultural students from multicultural households within the opportunity equalization measures. In the primary and secondary education stages, there has been active integration of “multicultural children” into school education through “multicultural education” policies, regardless of distinct differentiation based on students' immigration backgrounds. However, in the university entrance stage, the opportunities for admission and special admissions are differentiated based on immigration backgrounds, nationalities, and legal statuses related to immigration policies (immigration control system). Consequently, the target of inclusion in the multicultural education is not consistent, and the fragmented nature of integration measures at different education stages leads to a phenomenon where the guarantee of higher education opportunities for children from foreign households and adolescents with mid-term immigration is not realized.

Which Coping Strategies Alleviate or Perpetuate Anxiety Symptoms in the Context of Perceived Ethnic Discrimination in Adolescents With an Immigrant Background?

Many biopsychosocial changes occur in early adolescence. Adolescents with an immigrant background face additional challenges, such as ethnic discrimination, which is associated with anxiety symptoms. Studies among immigrant adults have shown that using strategies to cope with ethnic discrimination is associated with decreased anxiety. Little is known on how coping strategies could alleviate or perpetuate anxiety symptoms in the context of ethnic discrimination in early adolescence. This study assessed the coping strategies that moderate the association between ethnic discrimination and anxiety symptoms in 512 first- (born abroad; n = 241) and second-generation (at least one parent born abroad; n = 271) adolescents ( Mage = 12.97; SD = .75; 55% girls). Results suggest that religious coping and substance use have a positive moderating effect on the association between ethnic discrimination and anxiety symptoms. These findings add to knowledge on coping strategies among immigrant early adolescents facing discrimination.

Contrasting media representations of race and national identity: The case of England and Italy at the Union of European Football Associations Euro 2020

The continuous growth of international sport events as media spectacles has magnified their ability to project ideas of nationhood. In media coverage, the athletes/players are portrayed as the embodiment of the ‘nation’, but this process is far from linear. Historically, mass media have constructed highly gendered and restricted ideas of the nation, placing women and ethnic minorities at the margins or erasing them altogether. The analysis of the coverage of the England and Italy men’s teams at the Euro 2020 brings to the forefront the persistence, but also the evolution, of such tensions. Combining critical discourse analysis with theories of race and racialisation, this article aims to unpack the often-overlooked role of ‘race’ in the articulation of national identity in Europe. While the England team proudly embraced the ethnic diversity of British society, Italy was the only Western European team not to select players with an immigrant background or ethnic minorities. By looking at a British popular newspaper, Daily Mail, and at an Italian one, Corriere della Sera, this article provides a necessary update to the understanding of the function of mass media as ‘gatekeepers’ of the nation.

Immigrant background, incarceration history and recidivism among adults assessed for illicit substance use severity: Findings from a Swedish registry study

BackgroundIn Sweden, as in other countries, individuals with immigrant backgrounds are disproportionately represented within the incarcerated population. This study examined the association between immigrant background and future incarceration for individuals assessed for illicit substance use severity, while considering their prior incarceration history. MethodsUsing data from Swedish Addiction Severity Index (ASI) assessments linked to register data from Statistics Sweden, we employed Zero-Inflated Negative Binomial (ZINB) regression models to analyse differences in incarceration histories within five years before and after ASI assessments based on immigrant backgrounds. Additionally, Cox proportional-hazard models were used to assess the likelihood of post-assessment incarceration among these groups. ResultsImmigrant background was positively associated with pre- and post-assessment incarceration. First- and second-generation immigrants from the Global South had longer periods of incarceration in the five years before assessments compared to native Swedes. Post-assessment, first-generation immigrants showed longer periods of incarceration. Survival analyses supported these findings, indicating a higher risk of prolonged post-assessment incarceration among all immigrant groups, particularly first-generation immigrants from the Global South. ConclusionAmong individuals assessed for illicit drug use within Swedish municipalities, those with immigrant backgrounds faced higher incarceration risks, even after controlling for substance use severity and prior incarceration. Tailored interventions and support systems are vital to prevent re-entry into the criminal justice system. Timely actions can break re-offending cycles, redirecting paths away from reoffending and towards legal reintegration, thereby reducing incarceration and recidivism rates.

Relationships with teachers and sense of belonging in school: Inter- and intra-individual variations according to adolescent immigrant background

BackgroundSocial well-being arises from the fulfillment of the basic need for relatedness. In school, it largely hinges on teacher-student relationships (TSR) and sense of school belonging (SSB), two important levers for educational success, and especially for immigrant-background youths. AimsThis study aims to disentangle the stable and time-specific associations between the two dimensions of social well-being and test if these associations vary according to student immigrant status. SampleA cohort of 1070 students (51% female) from first- (22%), second- (29%), and third-plus generations (49%) attending 10 schools located in low-socioeconomic neighbourhoods was followed across three time points (grade 7, grade 9, grade 11). MethodMain objectives were tested using random-intercept cross-lagged panel models (RI-CLPM) using Mplus. RI-CLPM disaggregates observed scores into a time-invariant interindividual (stable) and intraindividual (time-specific) components. ResultsTeacher-student closeness was not associated with SSB at the interindividual level. However, autoregressive, cross-sectional, and longitudinally links were found at the intraindividual level for all students. Teacher-student conflict was associated with lower SSB at the interindividual level. These dimensions were also linked at the intraindividual level for third-plus-generation students only, while time-variant autoregressive associations for SSB were stronger for immigrant students. ConclusionsThe links between close TSR and SSB are cross-sectional and time-specific for all students. Conflictual TSR and SSB also showed time-specific and longitudinal associations for nonimmigrants only. For immigrants, we observed stronger time-specific carryover effects in terms of SSB. This research calls for yearly intervention efforts promoting social well-being among immigrants and nonimmigrants attending low-SES secondary schools.

Multilingual dynamics: exploring English as a third language in Russian-speaking families across Cyprus, Estonia, Germany, Israel, and Sweden

ABSTRACT Employing a qualitative approach for data collection and analysis, this research focuses on 50 multilingual families, with ten from each country. The study explores the role of English as a third language (L3) in both endogamous and exogamous multilingual families with immigrant and minority backgrounds across Cyprus, Estonia, Germany, Israel, and Sweden. Additionally, it examines the impact of English on family language practices, its effects on Russian as a heritage language, on the majority country language(s), and on (online) education, as well as on (digital) literacy skills. The findings, based on the thematic analysis of in-depth interviews with mothers, highlight the importance of English as an L3 in the context of the majority language and Russian as a heritage language. This emphasises parents’ recognition of English as crucial for their children’s future success and the significance of English education for academic achievement. The study underscores the evolving role of English in multilingual families, by putting emphasis on the need for continued exploration of language practices, proficiency development, and the broader impact on family language policies. We advocate for further investigation into the influence of social and technological factors to enhance understanding of language dynamics in diverse multicultural contexts.

Social transitions in the perceptions of female circumcision by young women before and following immigration to Norway

ABSTRACT Drawing on qualitative interviews about female circumcision with 21 young women of immigrant background, this paper explores the social transitions that occur through experiences such as female circumcision and immigration and analyses how such transitions influence young women’s sense of self. Being circumcised in a country where the practice is considered common, and then immigrating to a country where it is considered a violation of Human rights, may challenge how young women perceive themselves and other women in their families. In focusing on social transitions occasioned by circumcision and migration, the study provides an insight into subtle yet emotionally charged processes that are very much part of the everyday life of young women of immigrant background who have undergone circumcision themselves or know others who have, such as family members or friends.

Acceptance of a Digital Assistant (Anne4Care) for Older Adult Immigrants Living With Dementia: Qualitative Descriptive Study.

There is a need to develop and coordinate dementia care plans that use assistive technology for vulnerable groups such as immigrant populations. However, immigrant populations are seldom included in various stages of the development and implementation of assistive technology, which does not optimize technology acceptance. This study aims to gain an in-depth understanding of the acceptance of a digital personal assistant, called Anne4Care, by older adult immigrants living with dementia in their own homes. This study used a qualitative descriptive research design with naturalistic inquiry. A total of 13 older adults participated in this study. The participants were invited for 2 interviews. After an introduction of Anne4Care, the first interview examined the lives and needs of participants, their expectations, and previous experiences with assistive technology in daily life. Four months later, the second interview sought to understand facilitators and barriers, suggestions for modifications, and the role of health care professionals. Three semistructured interviews were conducted with health care professionals to examine the roles and challenges they experienced in the use and implementation of Anne4Care. Content analysis, using NVivo11, was performed on all transcripts. All 13 participants had an immigration background. There were 10 male and 3 female participants, with ages ranging from 52 to 83 years. Participants were diagnosed with an early-stage form of dementia or acquired brain injury. None of the older adult participants knew or used digital assistive technology at the beginning. They obtained assistance from health care professionals and family caregivers who explained and set up the technology. Four themes were found to be critical aspects of the acceptance of the digital personal assistant Anne4Care: (1) use of Anne4Care, (2) positive aspects of Anne4Care, (3) challenges with Anne4Care, and (4) expectations. Assistance at first increased the burden on health care professionals and families. After the initial effort, most health care professionals and families experienced that Anne4Care reduced their tasks and stress. Contributions of Anne4Care included companionship, help with daily tasks, and opportunities to communicate in multiple languages. On the other hand, some participants expressed anxiety toward the use of Anne4Care. Furthermore, the platform required an internet connection at home and Anne4Care could not be used outside the home. Although older adult immigrants living with dementia had no previous experience with digital assistive technology specifically, the acceptance of the digital personal assistant, called Anne4Care, by older adult immigrants living with dementia was rather high. The digital assistant can be further developed to allow for interactive conversations and for use outside of one's home. Participation of end users during various stages of the development, refinement, and implementation of health technology innovations is of utmost importance to maximize technology acceptance.

COVID-19 vaccination among adolescents with an immigrant background

COVID-19 vaccination among adolescents with an immigrant background

The expatriation act of 1907, marital assimilation, and citizenship-based intermarriage in the U.S.

ABSTRACT As both a marriage act and an immigration act, the Expatriation Act of 1907 restricted U.S. women’s freedom of marriage by stating that marrying aliens would lead to loss of U.S. citizenship. To study the effects of the Expatriation Act, I conduct a statistical analysis using 1910 full-count U.S. census data. I find that the Expatriation Act of 1907 generated significantly negative effects on intermarriage between American women and foreign-born men, particularly noncitizens. In particular, I find that it was the citizenship, rather than men’s non-U.S. origin, that accounted for the negative effects of the Expatriation Act of 1907 on intermarriage. These results show a decline in male immigrants’ marital assimilation, and potentially social and economic assimilation. As for the magnitude, the effects were large: the decline in intermarriage was at least 15 percent relative to the pre-Act intermarriage rate. Besides these main results, selective emigration to Canada and Europe driven by intermarriage cannot explain the main empirical results of the paper. The Expatriation Act of 1907 also had no significant effects on women’s entry into the marriage market. Finally, the effects of the Expatriation Act of 1907 on intermarriage were heterogeneous by family immigration background, but less so by geographic region.

Ethnic church mentoring: buffer against outside prejudice and inside pressure for success

ABSTRACT This study investigates the influence of church mentoring on the psychosocial development of adolescents from immigrant and ethnic minority backgrounds. Framed within ecological systems and sociocultural theories, it examines mentoring processes in fostering positive youth development. Semi-structured interviews were conducted with fifteen adolescents, mentors, and parents from a Protestant congregation, primarily comprising immigrants from South Koreaand Hispanic families. Qualitative content analysis identified thematic categories, revealing that multicultural church mentors acted as bridges between first-generation immigrant parents and their U.S.-born offspring, shielding against external prejudice and buffering academic pressures from immigrant parents. They provided guidance on practical issues and served as role models, validating adolescents’ identity and belonging. Findings suggestthe need for mentor training programs and parenting workshops addressing generational differences. Leveraging community resources and relational capital is crucial for promoting positive youth development among immigrant and ethnic minority communities.

Relations between School and Immigrant Families in Albertan Francophone School: Perspectives of Settlement Workers in Schools – A Secondary Publication

In recent years, Francophone schools in Alberta, a province in western Canada, have seen significant ethnocultural diversification of their school population, thus reflecting recent migratory changes in Canada. The school population of a Francophone school board located in an agglomeration of Alberta reflects these new migratory trends. A partial ethno-demographic portrait carried out in 2003 in six of its schools indicates that 50% of the pupils come from an immigrant background and come from 23 different countries; mostly from sub-Saharan African countries. This demographic reality, confirmed more than a decade later, represents a major structural change for Francophone schools. In Alberta, as in other Canadian provinces, inclusion is at the heart of discourse and educational practices. With a transformative aim, it intends to promote ethnocultural diversity in the classroom and equal opportunities through school equity practices. This article focuses on the Settlement workers in schools responsible for bridging family, community, and school cultures. The analysis of the interviews of the four workers sheds light on and questions both the institutional practices and the personal strategies put in place to face the challenges encountered in this tripartite collaboration.

Inclusive Education in the Context of Ethnocultural Diversity: Understanding the Process of Exclusion in Order to Act in the School – A Secondary Publication

This issue reveals that the implementation of inclusive education is an unfinished challenge, both within the system and for individual self-improvement. This process of changing practices, by continually questioning the school’s responsibility for the (re)production of inequalities, exclusion, and unequal social relations, is riddled with obstacles, unpredictable situations, and strong emotions. In particular, the researchers point out that many systemic mechanisms of school culture contribute to replicating and reifying hierarchical school experiences and exacerbating processes of institutional discrimination against immigrant backgrounds and/or racialized students. The empirical research presented also highlights the deficit thinking of school staff toward immigrant students and their parents. The results show that staff tend to use linguistic and cultural gaps between students and the school system to explain academic failure. Be that as it may, the researchers as well as the school actors and students interviewed in this issue suggest fertile ways to improve inclusion in the school context, stressing the importance of giving voice to the various actors to move toward institutional transformation.

Socioeconomic factors and outcome after repair and reconstruction of digital and major nerve trunk injuries in the upper limb

Peripheral nerve injuries in the upper limb can lead to substantial disability and pain. We aimed to assess how socioeconomic factors affect outcomes after repaired or reconstructed digital or major nerve trunk injuries in the upper limb. We identified 670 individuals, who underwent surgical nerve repair or reconstruction using sensory nerve autografts, in the Swedish National Quality Registry for Hand Surgery 2010–2018. Socioeconomic factors, including education, cohabitation, type of work, sick leave, immigrant status and income, were gathered from the Swedish statistical agency (www.scb.se) and National Diabetes Register (NDR). We calculated prevalence ratios (PR) to assess the relationship between socioeconomic factors and surgical outcomes for the nerve injuries. Individuals with a major nerve trunk injury had higher QuickDASH scores and lower income compared to those with digital nerve injury. Individuals with immigration background (adjusted PR = 2.0, 95% CI 1.2–3.2), history of > 4 weeks of sick leave the year before surgery (adjusted PR = 1.8, 95% CI 1.1–3.1), or education level below tertiary (adjusted PR = 2.8, 95% CI 1.7–4.7) had significantly higher QuickDASH scores. Recognizing impact of non-biological factors, including immigration, prior sick leave, and education level, on outcome after nerve surgery is crucial for improving prognosis in socioeconomically deprived individuals.

Ableism and (Neo)Racism in School Placement Processes in Quebec: School Personnel Interpretations of Immigrant Student Difficulties — A Secondary Publication

The school placement processes of students from immigrant backgrounds considered to be in “difficulty” is an international concern at the intersection of works relating to special education and those concerning the school experiences of students from immigrant backgrounds or racialized groups. The research problem of this article concerns the identification of these students as disabled or as having adjustment or learning difficulties. From a perspective anchored in Disability Critical Race Studies, this ethnographic study documents different interpretations of perceived difficulties made by school actors with regard to seven primary school students from immigrant backgrounds. Five interpretation types are presented: (1) medicalization by dismissal of cultural markers, (2) medicalization by professional constraint, (3) medicalization by cultural deficit, (4) precautionary wait, and (5) cultural differentialism. Our results help to shed light on the special education overrepresentation phenomenon regarding these students and to understand how ableism and (neo)racism contribute to it.