Migrant Students Research Articles

Kemampuan Adaptasi Dan Komunikasi Mahasiswa Perantau Di Wonogiri

Migrant students often have difficulty understanding the culture and language of local students. So that students anxious when meeting and interanting directly with students on the STAB Negeri Raden Wijaya Wonogiri campus. The adaptability and communication skills of migrant students are relatively low due to the cultural differences between migrant students and local environment. This research aims to analyze the adaptation and communication skills of migrant students in Wonogiri. In this research, researchhers used quantitative methods and the research was designed as explanatory survey research. The results of the research show that overseas students are able to interact and communicate with local students who of course have different cultures. Apart from that, as long as migrant students adapt and communicate, migrant students learn a lot about the culture that exists in the STAB Negeri Raden Wijaya Wonogiri campus environment and they learn that adaptation and communication are really needed when they in a new living environment. The statistical test results show that each categories shows a high category and percentage.

Venezuelan migration to Brazil: teachers and students co-constructing multicultural education inside classrooms

PurposeThis study aims to show the complexities of engagement between students - Venezuelan and Brazilian - and their teachers. This qualitative ethnographic study documents the everyday pedagogies and practices that take place in elementary schools with high levels of refugee and immigrant children. While Brazilian law ensures the basic right to public education, forbidding discrimination based on nationality or immigration status (Lei de Diretrizes e Bases da Educação, 1996), the barriers remain. Through the frameworks of multicultural (USA) and intercultural (Brazil) education, this paper shows how Brazilian teachers and students of Venezuelan and Brazilian backgrounds engage, learn from one another and build welcoming spaces, but also how stereotypes are reinforced inside classrooms and schools.Design/methodology/approachThis qualitative study uses ethnography to understand how recent Venezuelan migratory flow influences Brazilian and Venezuelan children’s educational experiences in elementary education. Participants were Venezuelan (N = 57) and Brazilian (N = 76) children in two elementary schools in the city of Boa Vista. Data sources for the study are school observations in four elementary classrooms (1st and 2nd grade) and semi-structured interviews with caregivers, teachers, administrators and other educators. This paper also collected children’s drawings and writings and documents like curricula, strategic planning, guidelines, policies, grades, reports and any other textual or photographic material made available at the city level.FindingsIn the field of education, there is a critical need for understanding children’s education experiences. This paper focuses on the experiences of teachers and students in two elementary schools in Brazil. This paper focus on two findings: first that teachers promote the learning of Portuguese to show care toward their Venezuelan students. Second, children in the classroom show solidarity with one another and resist some of the more rigid Portuguese-only practices enacted by teachers. This work uses the frameworks of intercultural (more commonly used in Brazil) and multicultural education to inform the analysis.Research limitations/implicationsIn this study, this paper puts these frameworks of interculturalism, multiculturalism, language use and solidarity into conversation to understand the dynamics of two elementary classrooms in the city of Boa Vista, Brazil. While this paper shows the shortcomings of a seemingly multicultural and multilanguage classroom, it also shows how children actively resist the rigidity of teaching and learning in elementary schooling.Originality/valueThis study is a response both to the increasing South–South migration trend in Latin America and its consequences on public education systems. Through multicultural and intercultural lenses, this research highlighted the complexity of interactions within multicultural classrooms by delving into a two-year ethnographic study conducted in Boa Vista, Brazil, focusing on Venezuelan and Brazilian children in two local elementary schools. This paper focused on two main observations this paper refers to as “Teaching Portuguese as a Way of Caring” and “Children's Solidarity Work.” Teachers primarily centered their instruction on teaching Portuguese to migrant children, believing it to lead to quicker integration in the classroom and beyond – thus as a way of caring for their migrant students.

“English Is Not Really a Subject”: Language Ideologies and Language Learning in an Introduction Program

AbstractThis paper explores the construction of language ideologies and language learning within English‐language education in a Language Introduction Program (LIP) in Sweden. LIP is an individual transitional program for newly arrived migrant students that seeks to quickly transition adolescents into further education or the job market. High proficiency in English is important in Swedish society and insufficient knowledge of English might lead to consequences for individuals, but also long‐term consequences for society regarding inequality and inequity. The methodology is based on linguistic ethnography, with observations and interviews at two schools. Data from interviews with English teachers and principals at LIP are analyzed using Foucauldian perspectives to discuss power and individualization. Our results show that LIP is organized in a manner that reduces teachers' possibilities to cooperate and assist each other in planning, assessing, and in developing teaching practices. To a certain extent, principals withdraw from their responsibility and place a significant amount of organizational responsibility on individual English teachers. Furthermore, monolingual ideologies are prominent in educational practices, and LIP is often positioned as different from the rest of the school which increases isolation.

African students consuming the Chinese higher education market: the role of pre-mobility capital(s) in transnational social reproduction strategies

ABSTRACT Despite the sharp growth in numbers and geopolitical significance of African students in China, studies focusing on Sino-African student mobility remain relatively limited. Drawing on semi-structured interviews with 15 self-financed students from five different African countries, we employ Bourdieu’s central concept of capital(s) to explore the decision-making process of student migrants studying at a vocational college in southeast China. Though traditionally elite and upper-ranked universities are endowed with a high level of symbolic value, our study shows that the motivation to study abroad is significantly mediated by access to pre-mobility capitals(s). In considering students as consumers of the Chinese higher education market, the research broadens the mobilities optic within the Global South by documenting the transnational reproduction strategies of the African middle – and working-classes in contemporary times.

An Exploration of Frugal Living's Lifestyle Among Migrant Students of Pertamina University: Implications for Identity in Intercultural Communication

This research explores the application of frugal living lifestyle among Pertamina University overseas students, focusing on the implications for identity and intercultural communication. The background of this research is the high cost of living in DKI Jakarta, which poses a challenge for overseas students. Frugal living emerged as a solution to overcome this financial challenge, emphasizing smart and disciplined financial management. This research aims to understand how students internalize and communicate frugal living values in their daily lives. This research uses a qualitative approach with an interpretive paradigm. Participants were selected through purposive sampling technique, with the inclusion criteria of overseas students who live a frugal lifestyle. Primary data were collected through in-depth interviews and observations, while secondary data were obtained from supporting documents and literature. Data analysis was conducted by interpreting the results of interviews and observations to understand the application of frugal living and its implications for identity and intercultural communication patterns. The validity of the research was maintained by selecting the right participants and reaching the information saturation point. The results show that frugal living is not just a financial management strategy, but also reflects the values of simplicity, sustainability, and responsibility. The frugal identity that is formed affects the way students interact with the surrounding environment, strengthens their sense of independence and responsibility, and is recognized as a wise individual in managing finances. The implications of this research can support further understanding of the frugal living lifestyle among overseas students, with a focus on identity formation and intercultural communication.

Формирование психолого-педагогической готовности будущих учителей к профессиональной деятельности в инклюзивном пространстве

<p style="text-align: justify;">Research by domestic and foreign scientists, as well as preliminary diagnostics of school teachers in the Tula region, showed that over 80% of teachers are not ready for professional work in an inclusive environment. Teachers do not know the specifics of conflicts in a situation of inclusion; do not know how to identify indicators of school violence and bullying; do not have the necessary competencies (diagnostic, conflict management, design, psychotherapeutic); are not ready to design a safe environment, have a negative attitude towards students with physical and mental problems, and do not take into account the peculiarities of the national and religious culture of migrant students. We consider a graduate’s readiness for professional activity in an inclusive space as a holistic, integrative professional and personal construct, including cognitive, emotional-value, operational-activity and conative components. The actualization of the problem of developing students’ readiness is associated with an unfavorable prognosis for the mental and physical health of children and adolescents, with an increase in the number of schoolchildren from migrant and refugee families.</p>

The Driving Factors for the Rise of African Student Migration to Russia

This study investigates the factors that drive African students to Russia. The number of African students studying in Russia from the 2010/11 to 2022/2023 academic year increased more than fivefold: from 6.7 thousand to 34.4 thousand. The paper was based on an online survey provided to African students between February and November 2023. A sample of 275 African students from 28 countries was used. Findings revealed that the major factors that draw African students to Russia are the quality of education and the quality of life. We compared the quality of education between both genders along with the quality of life. The findings also revealed that females are more interested in the quality of life than males, while males are more interested in the quality of education than females. The findings suggested that policymakers should consider age and previous education as major variables in student migration.

Transnational Funds of Identity of Korean American and Migrant Youth

ABSTRACT Situated in the scholarship of funds of identity, I focus on three Korean American and migrant youth who were involved in a Korean Student Organization (pseudonym) at a largely white institution in the suburban Midwest of the United States. Specifically, the study investigates how Korean American and migrant youth who served as leaders and members of the organization have developed and expressed their funds of identity, which assist them in navigating and resisting white-centric and monolingual schooling experiences and in creating a variety of organization events and activities centering their home languages, ethnic traditions, and cultural practices. By pairing funds of identity with the notion of transnationalism, I also build on and extend the current discussion on funds of identity into what I term “transnational funds of identity” to shed light on Korean American and migrant youth’s border-crossing and transnational connections that foreground their identity formation as well as their engagement in the organization. The current study will provide more multifaceted and complex perspectives on Asian and Asian American students moving beyond the discourses of assimilation, stereotypification, and oppression, by centralizing Korean American and migrant students’ strengths, assets, and resistance through the lens of transnational funds of identity.

Developing a holistic, rights-based model for the educational inclusion of migrant and refugee students

ABSTRACT Grounded in the universal right to education, this article considers the collective findings of a selection of projects, conducted primarily by researchers from the SIRIUS Policy Network on Migrant Education arguing for a holistic approach to the educational inclusion of Newly Arrived Migrant and Refugee Students (NAMRS). The right to education demands access for all, including NAMRS, to a quality education that meets each individual’s learning needs, and supports and develops their own personal learning pathways. Moreover, a rights-based educational model should empower NAMRS to resist prescribed roles and identities, to define their own past, and liberate their visions of their futures from any constraints associated with their migration, so they can take ownership of the development of their future selves as active citizens of local, national and the global communities. The article sets out a holistic framework for an inclusive educational policy and practice that first considers, and then proposes ways to mitigate, the impact of several barriers to the attainment of this educational aim. Furthermore, the discussion explores the implications of the adoption of such a holistic model to guide educational practice, research and policy making when educating NAMRS.

The relationship of spiritual intelligence and social support with academic resilience emigrant college students in Surabaya

Academic resilience is an individual's ability to recover from difficulties and pressure in academics. This research aims to determine the relationship between spiritual intelligence and social support and academic resilience. This research uses a quantitative method with an accidental sampling technique, which is a method of determining samples based on chance, meaning that anyone who happens to meet the researcher can be used as a sample, if the person accidentally met is deemed suitable as a data source. The measuring instruments used include the academic resilience scale with 32 items, the spiritual intelligence scale with 34 items, and the social support scale with 38 items. The sample for this research consisted of 100 migrant students in Surabaya. These results indicate a significant positive relationship between spiritual intelligence, social support, and academic resilience among emigrant college students in Surabaya.

Ecosystems for welcoming migrant students: Practices, opportunities, and tensions

This research explores how educational institutions foster the inclusion and reception of recently arrived children. Within this framework, the present article has a double objective: to map the actions and practices of welcoming newly arrived students carried out by a group of public schools in Spain; and to analyze, based on the theoretical notion of welcoming ecosystem, the rhizome of educational opportunities and accompaniment of children. This study corresponds to the qualitative phase of the project MICREATE — Migrant Children and Communities in a Transforming Europe (HORIZON 2020–822664). It describes, categorizes and analyzes, following grounded theory principles, the elements of the reception ecosystem in Spain based on in-depth interviews with school management teams, teachers and family members from a targeted sample of 15 schools with enrollment of foreign students or students of migrant origin. Based on the analysis of the interviews, we theorize about an ideal welcoming ecosystem in which all students can receive the necessary support to find their place in the community and continue learning in a meaningful way.

The view of leadership on teaching newly arrived migrant students in preschools and schools

ABSTRACT With an increasingly diverse student population due to migration, adequately teaching and instructing all students is a pertinent educational issue. The research framework is based on culturally responsive teaching and culturally responsive school leadership. This research explores Estonian preschool and school leadership views on teachers’ work with newly arrived migrant students, and the support leaders provide to teachers’ instruction of newly arrived migrant students. The study utilized purposive sampling to reflect the views and practices of leaders from preschools and schools that have accepted newly arrived migrant students. Data collection involved semi-structured interviews with 12 preschool and school leaders. Qualitative content analysis was used to analyze the data. The results indicate that although diversity is valued in participating organizations, it is not utilized in student learning as an asset and richness. In addition, leaders support teachers in teaching newly arrived migrant students by enhancing collaboration, professional development, and hiring additional staff. This study contributes to the understanding that more attention must be paid to culturally responsive school leadership to implement culturally responsive teaching successfully.

Nomophobia and Self-Esteem: A Study of Migrant Students' Psychological Well-Being

The transition from high school to higher education represents a significant milestone for adolescents, often accompanied by migration to access better educational opportunities, known as "merantau." This phenomenon, prevalent among students aged 18-24, is associated with a high prevalence of nomophobia, characterized by anxiety and discomfort when separated from smartphones. This study aims to explore the relationship between self-esteem and nomophobia tendencies among migrant students, given the mixed findings in existing literature. Employing a correlational quantitative research design, data were collected from 153 migrant students using the Nomophobia Questionnaire (NMP-Q) and the State Self-Esteem Scale (SSES). Descriptive analysis revealed that 74.5% of students exhibited moderate nomophobia tendencies, while 62.7% had high self-esteem. Pearson's correlation analysis indicated a significant negative relationship between self-esteem and nomophobia tendencies (r = -0.222, p = 0.006), suggesting that higher self-esteem is associated with lower nomophobia tendencies. This finding underscores the importance of enhancing self-esteem to mitigate nomophobia, highlighting the role of positive self-perception and real-life social interactions. Despite limitations such as the online data collection method, this study provides valuable insights into the psychological dynamics between self-esteem and nomophobia among migrant students, advocating for targeted interventions to address these issues.

The longitudinal impact of cultural values on adaptation among ethnic minority students in mainland China: The mediating role of emotion regulation

Several studies have shown that individual-level collectivism among ethnic minority migrant students hinders their adaptation to Western societies, whereas individualism facilitates adaptation. However, it is uncertain whether these effects apply to Chinese ethnic minority students’ adaptation to nation-dominated regions in China. Additionally, most studies examining the influence of cultural values on the adaptation of minority students have generally employed cross-sectional designs, and there has been a lack of investigation into the mediating mechanisms of this influence. Therefore, this study aims to investigate the longitudinal impact of individual-level collectivism and individualism on Chinese ethnic minority students’ adaptation and the mediating role of emotion regulation. Data on individualism, collectivism, school adaptation, depression, and anxiety were collected from 447 first-year high school minority students who migrated from Xinjiang to Hangzhou at two time points (T1: September 2022; T2: March 2023). The results revealed that individual-level collectivism positively predicted school adaptation and negatively predicted depressive symptoms six months later. In contrast, individualism negatively predicted school adaptation and positively predicted anxiety symptoms after six months. Furthermore, cognitive reappraisal mediated the impact of collectivism on adaptation, whereas expressive suppression mediated the impact of individualism on adaptation. The results demonstrated that collectivism encourages Chinese ethnic minority students to employ cognitive reappraisal, thereby facilitating adaptation, whereas individualism encourages them to employ expressive suppression, hindering adaptation.

Dukungan Sosial Teman Sebaya dan Self-regulated learning pada Mahasiswa Perantau

This study aims to determine the relationship between self-regulated learning and peer social support in migrant students at UIN Walisongo. The research method used is quantitative correlation with analysis using Pearson correlation. The instruments used include peer social support and self-regulated learning scales. The research sample was taken using purposive sampling method involving 128 subjects. The results showed a positive relationship between peer social support and self-regulated learning in migrant students at UIN Walisongo. It can be concluded that the higher the social support of peers, the higher the ability of self-regulated learning in migrant students.

The Influence of Financial Literacy and Socio-Demographics on the Financial Management Behavior of Migrant Students in Surabaya

This research aims to analyze the influence of financial literacy and sociodemographic characteristics on the financial management of migrant students in Surabaya. We employed a quantitative descriptive approach and collected data through a shared Google Form. The analysis was conducted using Stata software. The results of our research reveal that a higher level of financial literacy has a positive and significant impact on the financial management abilities of migrant students. However, sociodemographic factors such as age, gender, and income do not exhibit a significant influence on their financial management. This analysis provides valuable insights into the significance of enhancing financial literacy among migrant students, thereby assisting them in improving their financial management skills.

The chain mediating effect of learning goal distress and excessive learning motivation from unknown locus of control on migrant middle school students' learning anxiety

The prevalence of learning anxiety among Chinese migrant middle school students is a notable concern in academia. There is a wealth of research on the effects of internal and external locus of control on learning anxiety, but there is still a lack of research on unknown locus of control. To grasp the situation of migrant middle school students in terms of learning anxiety, to understand the relationship between migrant middle school students' unknown locus of control and learning anxiety, this study surveyed 351 migrant middle school students, using Mental Health Test, Multidimensional Measure of Children's Perceptions of Control, Middle School Students Learning Motivation Scale to do the questionnaire survey. The data analysis conducted through SPSS software revealed the following findings: (1) There is a positive prediction of learning anxiety from an unknown locus of control (β = 0.139, p < 0.05). (2) Unknown locus of control indirectly influences learning anxiety through both learning goal distress and excessive learning motivation. Learning goal distress and excessive learning motivation partially mediate the relationship between unknown locus of control and learning anxiety. The total magnitude of the indirect effects is 0.15 (p<0.05). The effect is significant, but the size of the effect is small and the issue of generalizability should be considered. The research findings suggest that the unknown locus of control indirectly affects learning anxiety through difficulties with learning goals and excessive learning motivation. It is suggested that increasing opportunities for students to make independent choices and to develop their sense of self-control in daily lessons; guiding students to set appropriate learning goals, avoiding too high or too low, emphasizing refinement of goals and the combination of long-term and short-term goals.

Kurdish Students Diaspora in Germany(1945-1975)

The migration of Kurdish students to Germany between 1945 and 1975 represents a significant phenomenon, marking the emergence of a crucial cultural phase in modern Kurdish history. Following World War II (1939-1945), numerous Kurdish students from affluent and culturally rich backgrounds migrated to Germany for educational purposes. During this period, individuals seeking to enhance their academic and cultural stature were compelled to pursue opportunities in advanced nations like Germany, given the lack of such opportunities in their home countries. Additionally, in the 1950s and 1960s, another wave of Kurdish students migrated to Germany through academic scholarships, while others fled due to challenging political conditions. This research endeavors to address various issues concerning the migration of Kurdish students to Germany from 1945 to 1975. Key inquiries include the motivations behind Kurdish migration to Germany, the quantitative aspect of migration, and the nature of their activities. Through reliance on authentic historical sources, this study aims to provide comprehensive answers to these questions and shed light on this significant aspect of Kurdish migration history.

Navigating Transnational Challenges: The Influence of Social Media on Indonesian Student Migrants in Sweden During the COVID-19 Era

Navigating Transnational Challenges: The Influence of Social Media on Indonesian Student Migrants in Sweden During the COVID-19 Era

Medical Education Abroad: Reflections and Experiences of a Brazilian Student in Paraguay

Medical training outside Brazil has emerged as a significant choice for many Brazilians seeking more accessible educational alternatives. This article aims to explore the reflections and experiences of Dr. Fabiana Gnoatto, a former Brazilian student who chose to study medicine in Paraguay. Her account analyzes the challenges she faced, the coping strategies she adopted and the lessons she learned throughout her academic and professional career. Among the main challenges identified was adapting to a different curriculum and varied teaching methodologies, requiring substantial academic flexibility on the part of Brazilians who chose to study medicine in Paraguay. The language barrier, marked by the need to master Spanish in order to follow classes and interact effectively, emerges as one of the greatest difficulties faced by this group. In addition, cultural integration is complex, requiring students to adapt to local customs and practices. The distance from family and friends, combined with academic and personal pressure, tends to generate high levels of stress and anxiety, making it a significant additional challenge. To mitigate these challenges, Brazilian students need to develop a range of strategies that might not be necessary if they were pursuing the same career in their home country. Advance preparation and planning for this student migration is essential to achieving efficient academic performance. Active participation in classes, combined with the formation of study groups, would facilitate understanding, assimilation of content and the exchange of experiences between these individuals who almost always share the same difficulties in adapting. The development of local support networks emerges as a crucial element, providing emotional and practical support. Maintaining constant contact with family and friends, using modern technology, would help to reduce the feeling of isolation. Seeking psychological support, which is essential for dealing with stress, complements adaptation strategies. Participating in cultural activities in the host country, adapting to local customs and lifestyle are also key to successful integration. Dr. Fabiana Gnoatto's experiences show that, with determination, appropriate strategies and support, it is possible to overcome obstacles and achieve a successful medical career without losing quality of life during academic training. Their experiences serve as a paradigmatic guide for future students, helping them to prepare more effectively and face the challenges of international medical training. In this way, they can transform a challenging experience into an opportunity for personal and professional growth, highlighting the importance of resilience and adaptation in diverse educational and cultural contexts.