Immigrant Background Research Articles

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

This paper 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 school staff’s deficit thinking 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 paper suggest multiple ways to improve inclusion in the school context, stressing the importance of giving voice to the various actors in order to move toward institutional transformation.

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 population of a Francophone school board located in an agglomeration of Alberta reflects these new migratory trends. A partial ethnodemographic 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.

Discrimination and health: A cross-sectional study comparing Muslims with other-religious.

The aim of this study is to report perceived discrimination among Muslims living in Norway and to address and compare associations between perceived discrimination and health among Muslims with an immigrant background and other-religious with an immigrant background. A representative sample of individuals with an immigrant background in Norway was used in a cross-sectional study design that included 5484 respondents aged 16 to 74 years. The respondents were sub-grouped after religious affiliation, and as immigrants and Norwegian-born. This sample is from 'The Survey on living conditions among persons with an immigrant background 2016', conducted by Statistics Norway. Multivariate logistic regression analyses were conducted to investigate the relationship between perceived discrimination and self-rated health and between perceived discrimination and mental health problems. Our findings show that Muslims with an immigrant background are more likely to report perceived discrimination than non-Muslims with an immigrant background. Perceived discrimination was associated with poor self-rated health and mental health problems among immigrant Muslims and Norwegian-born Muslims. Among other-religious with an immigrant background, perceived discrimination had an inverse relationship with mental health problems among immigrants, while an association between perceived discrimination and poor self-rated health was found among Norwegian-born. Our findings suggest that perceived discrimination does play a role in health among minorities with an immigrant background in Norway, regardless of religion. However, the association between perceived discrimination and poor health seems to be stronger among Muslims, especially Norwegian-born Muslims.

Individual and Contextual Correlates of Latent Bystander Profiles toward Racist Hate Speech: A Multilevel Person-centered Approach

Prior research into bystander responses to hate speech has utilized variable-centered analyses — such approaches risk simplifying the complex nature of bystander behaviors. Hence, the present study used a person-centered analysis to investigate latent hate speech bystander profiles. In addition, individual and classroom-level correlates associated with the various profiles were studied. The sample included 3225 students in grades 7–9 (51.7% self-identified as female; 37.2% with immigrant background) from 215 classrooms in Germany and Switzerland. The latent profile analysis revealed that four distinct profiles could be distinguished: Passive Bystanders (34.2%), Defenders (47.3%), Revengers (9.8%), and Contributors (8.6%). Multilevel logistic regression models showed common and distinct correlates. For example, students who believed that certain social groups are superior were more likely to be Revengers and Contributors than Passive Bystanders, students who felt more connected with teachers were more likely to be Defenders, and students who were more open to diversity were less likely to be Contributors than Passive Bystanders. Students were less likely Defenders and more likely Revengers and Contributors than Passive Bystanders in classrooms with high rates of hate speech perpetration. Further, in classrooms with high hate speech intervention, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In classrooms with stronger cohesion, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders. In conclusion, the findings add to our understanding of bystander profiles concerning racist hate speech and the relevance of individual and classroom-level factors in explaining various profiles of bystander behavior.

Understanding heritage language learning of early elementary children from Chinese immigrant backgrounds through children’s drawings

ABSTRACT The study explores how children from Chinese immigrant families create drawings in a community-based Chinese heritage language classroom. The theoretical perspectives on artifactual literacies were utilized to support the inquiry. Primary data sources included the children’s drawings. Video recordings of class conversations served as secondary data sources. Findings show that the children drew upon visual and linguistic modes to design and make their drawings to represent their understanding based on their heritage language learning. Findings also highlight the children’s bilingual identities and present that the children used the heritage language to connect to their everyday life experiences. The findings informed instructional recommendations for Chinese heritage language teachers. Suggestions included incorporating artifactual literacies into class activities for Chinese heritage language learning and calling attention to providing more educational resources and opportunities to support children from immigrant families.

Icelandic municipalities’ response to students with an immigrant background

ABSTRACT The growing immigrant population in Iceland has had an impact on Icelandic schools. These changes require that municipalities, schools, and teachers respond to the educational needs of these students. The aim of this research is to gain an understanding of how four municipalities in Iceland organize and structure support for immigrant students and how different municipal policies are implemented. In the spring of 2019, qualitative data were collected in interviews with four heads of school offices and principals of compulsory schools in three of the four municipalities on issues related to the education of students with an immigrant background. The findings indicate that two of the municipalities have well-developed policies and implementation plans while the other two do not. In the latter, principals and teachers have developed internal strategies to address issues related to students with an immigrant background, with limited support from their municipality.

Gathering strengths and building capitals: engaging Chinese immigrant grandparents in a collaborative project

AbstractThe significance of family involvement in early childhood services has been recognised as crucial for enhancing the educational outcomes of young children, particularly among those from minority and immigration backgrounds. Extensive research has been conducted on collaborative practices between immigrant parents and early childhood communities, but it may be useful to pursue further efforts targeting immigrant grandparents, given their substantial influence on children’s learning and development. This study reports one initiative that involves a team comprising council officers, early childhood educators and Chinese grandparents within a local government area in Australia to design and implement a collaborative project that gathers capitals and strengths in order to support grandparents’ active engagement in Chinese immigrant children’s learning while enhancing their confidence in working with early childhood educators and local communities. Unlike other parenting programmes that aims to enhance parents’ knowledge and practices, this project elicits and celebrates working strategies of everyone involved. Employing the concepts of symbolic capital and strengths-based approach as theoretical frameworks, the flow of resources, strengths and values is embedded in this collaborative effort as an overarching theme. This paper explores how the theme is realised in the project process through workshops, reflective meetings and online and face to face discussions.

Immigrants’ Experiences of Settling in a Rural Community in Norway: Inclusion and Exclusion Through “Being Seen”

This article sets out from two dominant and contradictive narratives about immigrant integration in rural areas in Norway. The first holds that rural areas are “better at integration” as relations in these communities are more tight‐knit and personal. The other holds that integration in rural areas is more difficult due to the homogeneity and closed‐mindedness of rural communities. Based on ethnographic in‐depth interviews with individuals with different immigration backgrounds living in a rural coastal community, the article explores their perceptions of rural integration and their experiences of inclusion and exclusion in the local community. By using the notion of “being seen” as an analytical lens, the article shows that both narratives of rural integration are engaged and that experiences of inclusion and exclusion are interwoven and complex. On the one hand, “being seen” points to more personalised relations and support; on the other, it points to concerns by immigrants that they are seen by locals as “others.” The lens of visibility and “being seen” allows for a more nuanced understanding of immigrants’ experiences with settling in and finding their place in rural areas, and strengthens the argument for studying rural areas as a particular context for inclusion.

Survey of the Effects of Law 21 on Students and Staff in Faculties of Education in Québec

A working group of the Observatoire sur la Formation à la Diversité et l’Équité conducted a survey of the impacts of Law 21, the Act respecting the Laicity of the State, during its first year of application on faculties and departments of education across Québec. Although the law is not supposed to affect universities or student teachers, since they are not employees of the Centres de services scolaires or school boards, findings from among the 972 survey respondents (students and staff in Québec faculties of education) associate Law 21 with negative and discriminatory treatment of student teachers during teaching internships, more polarized and conflictual interactions in university classrooms, and negative effects on the well-being, as well as academic and professional achievement, of students. The survey shows that discriminatory situations or effects related to Law 21, as reported by respondents, disproportionally affect those who are undergraduate students, identify as female, are immigrants or of immigrant background, have a first language other than French, and belong to a visible or religious minority. It also indicates that Québec universities have adopted specific measures in response to Law 21 to try to prevent such discriminatory experiences, but some of these have had stigmatizing or exclusionary effects.

제주 거주 몽골 이주 배경 부모의 이중언어교육 경험 연구

This study sought to examine the problem that Korea's bilingual education policy is limited to international marriage families. We investigated how international marriage families, as well as parents of foreign workers and international students, provide bilingual education to their children, what difficulties they face, and what meaning they give to bilingual education. For this purpose, interviews were conducted with parents of four families with Mongolian immigrant background living in Jeju, and a total of four themes and nine subthemes were derived. We confirmed the diversity of bilingual education environments, the contrast in attitudes toward bilingual education, the limitations of bilingual learning resources, and the conflicting meanings of bilingual education. Through this, we confirmed that children with a Mongolian immigrant background can successfully complete bilingual education in Jeju. In addition to parent education, the community and government should further expand bilingual education opportunities from the perspective of multiculturalism, and residents and immigrants should cultivate an attitude of equal exchange and communication from the perspective of interculturalism.

What Does It Take for Immigrants to Join Political Parties?

Political parties are crucial agents in democratic representation and political integration of persons of immigrant origin, a growing category of citizens in the European Union. Research demonstrates that citizens of immigrant origin are less likely to join political parties than persons without a migratory background. Nevertheless, party membership varies across countries and between immigrants. Accounting for such inter-individual and cross-national variations, this article uses secondary data from the European Social Survey, the Migrant Integration Policy Index, and the Varieties of Democracy (V-Dem) project for 25 European democracies to uncover mechanisms that explain the party membership of immigrants. In our multilevel analysis, we test interactions between country-specific variations in legislation on migration policies on the one hand and individual differences in political socialisation and political efficacy on the other. Our models suggest significant positive effects of exposure to a democratic regime in the country of origin and of internal efficacy on party membership of citizens of immigrant origin. Additionally, our findings highlight the significance of an inclusive national framework for immigrant integration, serving as a moderator to diminish the impact of political socialisation in less democratic countries on the decision of citizens with immigrant backgrounds to participate in political parties within their country of residence.

“I am maybe half-and-half Swedish. 50-50.” – Young adolescents’ national identity negotiation in a diverse school setting

ABSTRACT To explore young adolescents’ negotiation of their national identity in an educational context, we individually interviewed nine students (ages 10–14) with different backgrounds attending an ethnically diverse school in Sweden. The transcribed interviews were thematically and qualitatively analyzed. Results show that students negotiated their national identity as being quantifiable, often as sized portions of a whole or percentages, and dichotomous (Swedish vs. non-Swedish). Their national identity negotiation further related to feelings of belonging as well as to birthplace, appearance, and language. Results suggest that national identity is more complex for youth with immigrant backgrounds and that the status conferred by being part of the majority group is recognized in ethnically diverse and segregated contexts. These findings on young adolescents’ national identity negotiations can inform future research or educational practices as well as curricula to support national identity development or feelings of belonging in diverse school settings.

Links Between Family-School Value Discrepancies and Teacher-Student Relations in Adolescents From Immigrant and Nonimmigrant Backgrounds

This paper describes the nature of home-school value discrepancies perceived by students, and tests associations between such value discrepancies and teacher-student relationships with student generational status as a moderator. Using a sample of 1,551 students from grades 10 and 11, chi-square tests and ANOVAs were used to describe the nature of discrepancies, while hierarchical linear regressions were conducted to test associations. Second-generation students generally perceived more differences between family-school values. When experiencing less value discrepancies, students reported closer teacher-student relationships. Value discrepancies were also associated with conflict, third-plus-generation standing out. Practitioners should mitigate value discrepancies to improve teacher-student relationships.

When competence and confidence are at odds: a cross-country examination of the Dunning–Kruger effect

Research has shown that some students who underperform in mathematics overestimate their performance, while others who excel in mathematics underestimate it. Looking at this mismatch of performance and confidence judgement—the Dunning–Kruger effect (DKE)—the current study investigates how well students’ confidence judgement and item-specific mathematics competence relate with each other and whether such a relationship differs across six European countries (i.e., Norway, Sweden, Finland, Estonia, Serbia and Portugal). We also examine whether perceived competence, mathematics identity, gender, socioeconomic status and immigration background predict this mismatch and whether these demographic factors function differently between the examined countries. The results show that the DKE could be found across grades three and four in all six countries. However, there are country-specific patterns regarding the relationship between performance, mathematics identity and perceived competence; the DKE; and how different demographic variables predict its occurrences in particular subpopulations.

Unlocking the mechanisms of change in the MAMAACT intervention to reduce ethnic disparity in stillbirth and newborns' health: integration of evaluation findings.

Ethnic disparities in stillbirth exist in Europe and suboptimal care due to miscommunication is one contributing cause. The MAMAACT intervention aimed to reduce ethnic disparity in stillbirth and newborns' health through improved management of pregnancy complications. The intervention encompassed training of antenatal care midwives in cultural competencies and intercultural communication combined with health education materials for the expecting parents about symptoms of pregnancy complications. The evaluation consisted of a qualitative in-depth implementation analysis and a process evaluation embedded in a cluster randomized trial including 19 of 20 maternity wards in Denmark. In this article, the findings from the different evaluation perspectives are integrated. The integration follows the principles of realist evaluation by analyzing to what extent the MAMAACT activities were generating mechanisms of change in interaction with the context. The integration analysis shows that the health education materials in the MAMAACT intervention contributed to heightened health literacy concerning pregnancy complications among pregnant women. Additionally, the training of midwives in cultural competency and intercultural communication raised awareness among midwives. Nonetheless, the exclusive emphasis on midwives and the inflexibility in care provision hindered them from changing their communication practices. To enhance the cultural competence in maternity care, it is essential to implement more comprehensive initiatives involving healthcare professionals in maternity care at all levels, from pregraduate to postgraduate. Adequate interpreter services and management support should also be ensured. Currently, the Danish antenatal care system faces challenges including inadequate information transfer between healthcare sectors, insufficient differentiation of care, and inflexibility in midwife scheduling. This results in a lack of responsiveness to the individual needs of women with immigrant backgrounds, potentially reproducing health inequities.

Staff self-assessment of ECEC practices in meeting language diversity in Finland

The study examines language aware practices in early childhood education and care (ECEC) in Finland. In Finland, the number of citizens with languages other than the national languages is estimated to increase, and population growth is dependent on migration. Children enrolled in ECEC have increasingly diverse language backgrounds. This calls for adjusting pedagogical practices to the needs of multilingual children only starting to familiarise themselves with the language of instruction. The data analysed were part of a national survey. A total of 882 respondents working in ECEC answered the survey. For this study, we concentrated on two open questions: “What kinds of practices do you have to support the language learning of children with an immigration background?” (N = 538) and “What kinds of needs to develop practices have you identified regarding language learning of children with an immigrant background or organising linguistic support?” (N = 509). Qualitative content analysis was used as an analytical approach. Our findings were condensed to a model consisting of six steps of language aware ECEC. The first three steps were well implemented according to the data. However, more attention is still needed to fully support language aware teachers, teams and systems.

Selective Inclusion? Insights Into Political Parties' Recruitment of Immigrant Background Candidates in Bolzano

Political parties can be crucial gatekeepers to the political participation of immigrants. This article analyzes the political selection strategies of political parties at the local level. The case study focuses on the multi-ethnic city of Bolzano in Northern Italy, which is home to a significant migrant population as well as three autochthonous language groups: Italian, German, and Ladin. First, the article gives an overview of the political lists presented at the last local elections in 2020. Second, it discusses party strategies to recruit candidates with an immigration background. The presented insights are drawn from seven “elite” interviews (i.e., with high-ranking party representatives). Overall, the findings indicate that diversity stemming from migration does not have a significant impact on the recruitment strategies of the province’s political parties’: Despite electoral lists containing an increasing number of immigrants, who have migrated to South Tyrol since the 1990s, neither newer nor traditional parties adopt significant strategies to recruit candidates with an immigration background. Overall, the diversity on political lists mostly reflects the existing language cleavages of the autochthonous population, while diversity stemming from immigration is still largely overlooked. However, the results also show that while neither of the parties is fully inclusive or exclusive in their selection methods, we identify a tendency toward selective inclusiveness of certain immigrant groups.

Institutional characteristics of education systems and inequalities: Introduction III

This is the third and final of multiple themed issues of International Journal of Comparative Sociology ( IJCS) dedicated to the question of how education systems shape educational inequalities in terms of systematic variations access to and uptake of education along certain axes of inequality such as social origin, gender, and immigrant background. While the previous introductions dealt with the research program, conceptual background, and methodological challenges in the study of the link between institutional characteristics of education systems and educational inequalities (Introduction I) as well as with the state-of-research (Introduction II), this third and final introduction is dedicated to discuss certain research desiderata in terms of an outlook with an eye on the latest major studies in this vibrant research field.

Unionization, licensure and workplace variation in pay inequality between immigrants and natives

Abstract Organizational research has revealed considerable variation in immigrant–native pay inequalities across workplace contexts. However, less is known about how broader labor market institutions intersect in the local dynamics of wage setting between employees of immigrant and native backgrounds. We argue that union density and higher shares of employees in licensed occupations in workplaces constrain organizational opportunity structures for unequal pay according to immigrant backgrounds. Our analysis of longitudinal linked employer–employee administrative data for the Norwegian labor market shows that the wage gap between immigrants and natives decreases with increasing workplace unionization, but almost exclusively for immigrants who are union members. Next, licensure raises pay at the individual and workplace levels, although any reduction in immigrant–native pay gaps is contingent on immigrants’ access to licensed jobs. Our findings support the claim that institutional regulation in the workplace reduces the organizational scope of unequal pay based on immigrant status.

Down and out? the role of household income in students’ friendship formation in school-classes

Research suggests that coming from a lower economic background compromises social integration at school, yet the precise mechanisms underlying this link remain unknown. Therefore, this study examined the effect of household income on friendship network dynamics among classmates in a large sample of Swedish youths (n = 4787 from 235 classes, m age = 14.65, 51% girls, and 33% immigrant background), using multilevel longitudinal social network analysis. Over time, students from poorer households were less often selected as a friend by classmates and they less often initiated or maintained friendship ties than students from higher income households. Furthermore, different conceptualizations of income relative to classmates did not impact friendship formation tendencies. The findings indicate that theories of relative income do not extend understanding of students’ friendship formation beyond processes related to absolute income. In addition, this study suggests that the social integration of students from low-income households could be boosted by both promoting their agency in forming friendships and preventing exclusion by classmates.