Migrant Students Research Articles

Social justice leadership against xenophobia in education: the role of diversity climate and social contact

Abstract In an era marked by significant population mobility, schools are increasingly characterized by student diversity. Effectively managing this diversity and understanding the role of leadership styles in fostering inclusive environments have become crucial. Migrant students frequently encounter discriminatory behaviors, including xenophobia, within educational settings. Recognizing that combating xenophobia depends on the cultural sensitivity of teachers and the proactive role of school principals, this study investigates the relationship between social justice leadership and teachers’ xenophobic attitudes. Drawing upon social contact and spillover theories, the study explores the mediating roles of diversity climate, social contact quantity, and social contact quality in this relationship. Employing a cross-sectional design, data were gathered from 405 teachers (68.1% female, Mage = 37.67, SD = 8.53) in Türkiye. Participants completed measures assessing social justice leadership, diversity climate, xenophobia, and social contact. The findings revealed that social justice leadership positively predicted teachers’ perceptions of diversity climate and the quality of their social contact with migrants. While it did not directly impact xenophobia, it influenced it indirectly via social contact quality. These results offer theoretical contributions to the development of social contact and spillover theories and underscore the practical importance of combatting xenophobia in educational settings and fostering meaningful interactions with migrant students through socially just leadership practices.

Building Resilience: The Critical Role of Multicultural Education to Cope with the Psychological Trauma of Migrant and Refugee Youth

Enhancing and developing multicultural education is essential in today’s interconnected world, characterized by significant migration and refugee movements, as it serves as a fundamental element for effectively integrating migrant and refugee students within host nations. In Greece, which has long dealt with the challenge of integrating thousands of individuals fleeing conflict and disasters, there is a pressing need to evolve and modernize this educational approach. This qualitative study, based on semi-structured interviews with nine multicultural educators in Greece, seeks to explore how teachers foster a sense of belonging and inclusion in their diverse classrooms. Despite facing systemic challenges, the findings reveal that educators strive to highlight students’ cultural heritages through collaborative group activities that encourage trust, respect, and appreciation for diversity. Additionally, the research delves into how teachers cope with the psychological trauma often experienced by these students. Participants expressed that the inconsistent availability of specialists and monitoring for students dealing with severe psychological issues complicates their teaching efforts.

Getting Back on Track: Student Migration From India to Germany as a Route to Desirable Employment

This article examines the rising postgraduate-level student migration of Indian engineers to Germany, drawing on interviews with 42 Indians who were applying to, currently pursuing, or had recently graduated from engineering Master’s degrees in Germany. It illustrates how the affordable cost of study in Germany had made postgraduate study abroad a feasible strategy for the study participants to escape the unfavourable job market for graduates of engineering undergraduate programmes in India, and attempt to realise their professional ambitions through acquiring post-study work experience at German engineering companies. Such work experience was viewed as having greater social currency in the Indian engineering job market, where most wished to return eventually, than overseas education credentials. Moreover, the article demonstrates how imaginings of Germany as an engineering superpower underpinned the value associated with gaining engineering work experience in the country. This case study shows how in contexts where international students anticipate that the portability of overseas education to a target labour market is uncertain, post-study work experience may be viewed as a safer form of cultural capital to accumulate. Acquiring post-study work experience abroad may then not just be a way to supplement overseas education credentials, as described in existing literature, but the primary motivator of study abroad. It also highlights how, in such contexts, place-based markers of distinction related to a country’s reputation in a particular occupational field can be more relevant in attracting international students than markers of distinction associated with the quality or prestige of its higher education institutions.

Prevalence of psychotic-like experiences among Afghan migrant children and adolescents: examining the predictive role of childhood trauma, mindfulness, and cognitive flexibility

BackgroundPsychotic-like experiences (PLEs) are subclinical phenomena that reflect mental health vulnerabilities in high-risk populations, such as migrant children and adolescents. This study aims to estimate the PLEs and their correlates in Afghan migrant children and adolescents.MethodsThis cross-sectional study assessed the prevalence of psychotic-like experiences (PLEs) among 770 Afghan migrant students living in Mashhad city of Iran, using the Prodromal Questionnaire-Brief Child Version (PQ-BC). The Cognitive Flexibility Inventory (CFI), Child and Adolescent Mindfulness Measure (CAMM), and Childhood Trauma Questionnaire (CTQ) were employed in univariate and multivariate models to examine psychological and trauma-related correlates of PLEs.ResultsThe findings showed that 94% of participants reported experiencing at least one psychotic-like experience. Additionally, 34% of Afghan migrant children and adolescents met the cutoff point, and experienced significant distress. Psychotic-like symptoms were more prevalent in adolescents than in children (OR = 1.946). Emotional abuse (OR = 1.123), a subscale of childhood trauma, along with mindfulness (OR = 0.925) and cognitive flexibility (OR = 1.038), were identified as correlates of psychotic-like experiences. In aggregate, all correlates of PLEs explained 22% of the variance in the outcome variable for children and 29% for adolescents. These results contribute to a deeper understanding of the factors influencing psychotic-like experiences within migrant populations.ConclusionThese results show that PLEs are common among Afghan migrant children and adolescents, a marginalized minority group. While some theories might explain these findings, the results highlight the need for mental health services to pay closer attention to this population.

Education Diplomacy: Key Soft Power in Nepal-Australia Relations

Many of the prospective students of Nepal in their pursuit of higher education choose colleges and universities in rich industrialized countries in Europe and North America. In recent decades, students equally prefer Australia and New Zealand. By analyzing the network environment of educational exchange and student migration, this study seeks to shed light on the dynamics and intricacies of diplomatic engagement in Nepal-Australia relations. In fact, education diplomacy is a strategic tool that utilizes educational exchanges, collaborations, and partnerships to foster bilateral relations. It has emerged as a crucial component of soft power in Nepal-Australia relations as it exerting influence to rank Nepal the third largest international student community in Australia. Using qualitative approach based on empirical secondary data, this paper answers the question of how education diplomacy of Nepal-Australia maintains, advances, and become successful to robust bilateral relations. In addition, aspects of Nepal’s soft power resources, instruments, receptions and outcomes linked to education diplomacy are studied. For the understanding of the research findings the soft power theories and small states perspectives in bilateral relations with soft power superpower Australia and small power Nepal are used critically. Findings suggests that the education diplomacy remains as key instrument of soft power that leverage the scholar potentialities, population dividend, and thirst of quality education of small power like Nepal in bilateral relations with soft power superpowers like Australia. This paper explores the status of education diplomacy as soft power of Nepal in Nepal-Australia relations.

Inclusión educativa escolar en migrantes deLatinoamérica:

Objective: The research aimed to systematize findings on school inclusive education in migrants from Latin America. Methodology: Seventy-two scientific papers from EBSCOhost, Redalyc, Dialnet, and SciELO databases were analyzed following the PRISMA criteria. The content was classified by a data extraction matrix to conduct the analysis and the creation of categories. Results: Access for migrant students is favored but there are no conditions to promote their retention in education institutions against administrative obstacles, discrimination, and socio-emotional impacts, and also linguistic and cultural difficulties. Teachers try to adapt their teaching approaches to promote inclusion with scarce resources and training but sometimes they just limit it to integration. Moreover, migration impacts family structure and students’ levels ofeducation. Conclusions: Education systems face challenges in the implementation ofeducation policies to ensure effective inclusion. The need for a comprehensive approachthat includes academic achievements, and the needs of the education community is highlighted.

Chypre face aux défis de l'intégration scolaire des élèves migrants : entre intentions interculturelles et réalités structurelles

The theme of intercultural education has only recently appeared in Cyprus in scientific research and educational policies. Faced with the multiculturalism of today's Cypriot society and an education system based on a single cultural principle, the intercultural educational model seems to be a response and a remedy to the problems faced in schools. Intercultural education, which aims to free individuals from their ethnocentric perceptions and intolerant prejudices, is particularly targeted at schoolchildren and adolescents, whether indigenous or not, from the majority or minority groups. Our study, based on a survey of ten teachers in public primary and secondary schools, seeks to understand the educational situation in Cyprus regarding migrant students and highlights both the difficulties of implementing intercultural education and the needs for successful schooling and social integration. We wanted to examine the major obstacles encountered by migrant students and their teachers, current educational policies, and areas for improvement. The results show that, despite positive intentions, much remains to be done, as teachers need more appropriate training, students need access to multilingual teaching resources, and initiatives such as language integration classes should be put in place. But beyond technical solutions, better cooperation between schools, local institutions, and families can also make a difference. In short, this article does not merely point out the challenges but also proposes concrete ways to make intercultural education a powerful tool for social inclusion. The introduction of intercultural education in Cyprus is essential. Although the Cypriot government is following the Council of Europe's recommendations to incorporate interculturalism into its education policies, practical and pedagogical implementation reveals, despite clear intentions, the shortcomings of political actions and the limitations of intercultural education. Schools in Cyprus currently lack adequate resources in terms of infrastructure, equipment, and teaching materials. They are also not sufficiently prepared to deal with migrant pupils properly from an educational and psychological point of view. This research has revealed specific problems: the language barrier, the lack of intercultural training for teachers, and the absence of adequate educational infrastructure. These obstacles have a significant impact on the educational and social integration of pupils from migrant backgrounds.

Migración forzada: Situación académica de estudiantes universitarios del área de la salud en su primer semestre 2024

Introduction: Forced migration generates complex challenges that impact individuals' lives, including their education. Migrant university students face isolation, anxiety, and depression due to displacement and uncertainty about their professional future, exacerbated by potential trauma. This study explored the challenges, emotional situations, and traumas experienced by migrant university students from the San Patricio Higher Institute of Health Sciences in Paraguay, as well as their coping mechanisms. Methods: A mixed approach (quantitative and qualitative) was used in a descriptive, non-experimental, cross-sectional research. Non-probability convenience sampling (census) was used with an-88% response rate (200 participants). A Google Forms questionnaire was distributed via WhatsApp to first-year students. Data were analyzed using descriptive statistics with open source software, complemented by documentary articles. Results: The majority of participants were young women pursuing health programs (nursing and kinesiology). The main challenges identified were cost, distance, and adaptation, which affected their mental health and academic performance. Despite this, they expressed satisfaction with their programs and suggested greater individualized support, practical activities, and flexibility. Conclusions: The emotional burden of displacement can negatively impact the well-being and academic performance of migrant students. The study highlights the need to implement personalized support systems in institutions to mitigate the negative consequences of migration, including emotional support, mentoring, social inclusion, and specific policies to ensure the academic and personal success of these students

Mental Health Impacts of the COVID-19 Pandemic on College Students: A Literature Review with Emphasis on Vulnerable and Minority Populations.

The COVID-19 pandemic significantly disrupted higher education worldwide, imposing strict isolation measures, transitioning learning online, and exacerbating existing social and economic inequalities. This literature review examines the pandemic's impact on the mental health of college students, with a focus on those belonging to minority groups, including racial, ethnic, migrant, gender, sexuality-based, and low-income populations. While elevated levels of anxiety, depression, and loneliness were observed across all students, findings indicate that LGBTQ+ and low-income students faced the highest levels of psychological distress, due to compounded stressors such as family rejection, unsafe home environments, and financial insecurity. Racial and ethnic minority students reported increased experiences of discrimination and reduced access to culturally competent mental healthcare. International and migrant students were disproportionately affected by travel restrictions, legal uncertainties, and social disconnection. These disparities underscore the need for higher education institutions to implement targeted, inclusive mental health policies that account for the unique needs of at-risk student populations during health crises.

Review of Student Migrants and Contemporary Educational Mobilities By Johanna L. Waters & Rachel Brooks

Student Migrants and Contemporary Educational Mobilities (2021), written by Johanna Waters and Rachel Brooks, is a multidisciplinary study that explores the increase in international student mobility in recent years by considering conceptual, political, and ethical perspectives. Following the authors' earlier production, Student Mobilities, Migration and the Internationalization of Higher Education, published in 2011, the authors state this new work aims to explain the changes that have occurred in the past few years in the literature on migration and education, examining existing definitions and offering a critical look at theoretical approaches with depth (p.3-8). Another prominent feature of the book is that, after a systematic literature review, it questions the existing structure of the literature, its epistemology, and the conditions of knowledge production. Therefore, in addition to synthesizing the concept of student mobility and migration, the authors scrutinize the political nature of these processes by contributing some critical perspectives to the existing literature.

Predictors of psychological safety of the educational environment of migrant students as a factor of their successful education in Russia

Introduction. In order to resolve the problems of low learning performance and adaptation of migrant students, the aim was to identify predictors of psychological safety of the educational environment. The basis of these predictors was the assessment of interethnic and learning conflict genesis. Materials and Methods. To achieve the research goal, the methodology of acculturation expectations (D. Berry questionnaire) modified by the author of the article was used, taking into account the conditions of the educational environment and residence of migrant students, questionnaire survey, and statistical analysis. Results. On the basis of the conducted research it was established that any segregation itself increases the probability of interethnic and educational conflict genesis. It was revealed that the assessment of language segregation indicators cannot be a good predictor of interethnic and academic conflict genesis. It was found that interethnic and learning conflict genesis can occur when an educational institution forms groups of only migrant compatriots who are unable to learn the language of the country of study. It was found that one of the important predictors of increasing the psychological safety of the educational environment is a low level of interethnic and educational conflict genesis of migrant students and a high level of their integration and assimilation. The studied students showed a high level of willingness to assimilate in relation to the cognition of the Russian language. Conclusions. The author substantiated the position that the assessment of residence safety, discrimination and the prospects of migrant students’ return to their homeland can be predictors of lowering the psychological safety of the educational environment. It is these three components that are recommended as predictors of interethnic and educational conflict genesis of students. A high level of willingness to assimilate in relation to the Russian language proficiency is a satisfactory predictor of increasing the psychological safety of the educational environment, contributing to an increase in the level of motivation to study and learning ability of migrant students.

Hubungan Kemandirian dengan Penyesuaian Diri pada Mahasiswa Perantau di Institut Agama Islam Tribakti (IAIT) Kediri

We frequently encounter students who leave their homeland just to seek knowledge. Students who leave their area and only return home when their assignments are over. The findings and research problems in this study are: (1) the independence of study abroad students both in the cottage and in the boarding house. (2) self-adjustment of migrant students both in the cottage and in boarding houses. (3) the relationship between independence and self-adjustment in migrant students who are in the cottage and in boarding houses. This research is a quantitative research. The sample was 30 respondents from overseas students at the Tribakti Islamic Institute (IAIT) Kediri both in the cottage and in boarding houses. Collecting data using questionnaire method, documentation method and observation method. The data analysis technique used Kendall Tau Correlation with SPSS. From the results of the study, the magnitude of the correlation between independence and self-adjustment was 0.318 and the significance value was 0.016. The amount of correlation above shows that the relationship between independence and self-adjustment of overseas students at IAIT Kediri is categorized as a low positive relationship because the coefficient number is 0.318 with a low or weak positive relationship category.

Reaching everyone: school nurses' experiences of including refugee and migrant students in the extended school-based HPV vaccination programme in Sweden.

In Sweden, providing a free-of-charge national child vaccination programme is part of national public health work to promote health and prevent illness. Yet Sweden is no exception when it comes to systematic societal inequality. Research worldwide has shown that childhood vaccination coverage is lower among refugee and migrant children than among non-migrant children. The aim of this study is to explore how school nurses working in one of Sweden's largest regions reflect on their strategies and experiences of including children with refugee or migrant backgrounds in the school-based extended HPV vaccination programme. The study draws from semi-structured individual interviews with 21 school nurses. Analysis drew on Braun et al's (2011) four contextual dimensions: 1) the situated context; 2) the professional context; 3) material contexts; 4) external contexts. Thematic analysis was undertaken (Braun and Clarke, 2006; Clarke and Braun, 2013). Three themes were identified: 1) social and economic deprivation; 2) ways of communicating; 3) gratitude. According to the school nurses, mapping the families' social situation and building trusting relationships are essential. Providing written information about the vaccination in diverse languages and/or involving an interpreter are also important strategies to reach refugee and migrant parents. Despite the families' often marginalised position, the children and their parents favour the HPV vaccination, which could be interpreted as vaccine confidence. Meeting the needs of children and families with refugee or migrant backgrounds requires that school nursing practice take a holistic perspective. The study contributes new insights regarding these issues.

The ethics of inclusion: A case-based inquiry into educational decision-making for (im)migrant students

This article addresses the ethical dimensions of refugee education and the responsibilities of schools to more fully realize inclusive practices that respond meaningfully to the unique challenges posed by migration. Drawing on the Springfield City School District’s ongoing response to an influx of (im)migrant students, we develop two distinct analyses of the case to provide resources for educators and theorists alike to engage in informed ethical analysis that closely considers the realities of educational decision-making. In the first analysis, we argue that there are three duties incumbent upon school systems to fulfill with regard to newcomers: (1) to mitigate hierarchy for equal moral standing, (2) to provide quality education even at the cost of maximum achievement for all, and (3) to protect student physical and dignitary safety. Here we argue that on two accounts not all newcomers are owed the exact same – namely that the second duty of schools is specific to involuntary (im)migrants. Our second approach reveals further complexities in educational decision-making, identifying and evaluating three types of interventions implemented in the case in terms of their efficacy in promoting ‘educational goods’ as well as the extent to which they uphold the duties identified in our first analysis.

Contextualising international student migration to Canada: the case of Indian Punjab youths

ABSTRACT The magnitude and persistence of the international student flow from the Indian Punjab to Canada over the last decade presents a compelling case for International Student Migration research, yet empirical data on this specific phenomenon is scant. We address this gap through a thematic analysis based on interviews with 34 Punjabi students aspiring for Canadian education. We investigate Punjabi student migration as the complex interplay between individual motivation and the social and territorial structures in which students are located when they decide to migrate. We apply the aspirations-capabilities framework to highlight the ways in which bounded individual agency is exercised by students within national and international policy contexts. Our analysis reveals a blurring of the line between ‘migration for education’ and ‘education for (im)migration’. While many students sought economic benefits, they also aimed to escape Punjab for personal growth in a more ‘liberal’ and ‘modern’ society, a desire especially strong among women. At the micro level, students’ perceived capabilities (e.g. part-time work, reliance on social networks), influence their real financial capabilities; at the macro level, Canada's previously permissive immigration policies made it a preferred destination. However, recent restrictive changes in immigration policy create new challenges for Punjabi students’ education-migration aspirations.

“I Stepped Away from Schools, Not from Students”: A Longitudinal Journey of a Migrant Student Teacher Un/Becoming a Teacher of Migrant and Multilingual Children

ABSTRACT Theoretically framed by transnational funds of knowledge and grounded in scholarship on the recruitment and retention of teachers from historically minoritized communities, this study examines the educational and professional trajectory of Ms. LeiPeng (a pseudonym), a Chinese-Panamanian migrant in the United States. Drawing on a five-year longitudinal qualitative study, I trace Ms. LeiPeng’s lived experiences to explore how she was initially drawn to the teaching profession; how she viewed her migratory, multilingual, and transnational backgrounds as valuable assets for supporting and advocating for migrant and multilingual children; and the complex forces that ultimately contributed to her decision to leave a public school teaching position. In light of efforts to diversify the teaching profession in response to the shifting racial, ethnic, cultural, and linguistic demographics of U.S. schools, the findings of this study provide valuable insights for teacher preparation programs and future research.

Views on the goals and practices included in the guidance and psychological counseling services program

This study aims to analyze the perspectives of psychological counselors, guidance teachers, teachers, parents, and students regarding the goals included in the Guidance and Psychological Counseling (GPC) services program, as well as non-targeted guidance activities. It also evaluates the appropriateness of these goals. The research utilizes a qualitative case study design. The study group comprises eight psychological counselors and guidance teachers, seven teachers who are members of the School Guidance Services Implementation Commission, several parents, and four students. Data were collected through interviews and analyzed using a content analysis approach. In Türkiye, the Comprehensive Developmental Guidance Program (CDGP) model is implemented. This model aims to ensure that all students, from preschool to high school, benefit from guidance services tailored to their developmental needs and characteristics, with equitable access. However, the general and local goals in the model assume that the needs of students, teachers, and parents are the same across all levels and regions. This study investigates the relevance of general, local, and specific goals in addressing the guidance needs of different stakeholders. The findings indicate that school-specific goals, selected based on the actual needs of the institution, were more relevant and received greater attention in guidance activities compared to general and local goals. Especially for students with diverse needs, such as those in inclusion programs or migrant students, specific goals proved to be more effective. While existing literature primarily focuses on identifying guidance needs, there is a lack of studies evaluating the appropriateness of goals in annual GPC programs. This study addresses that gap and makes a significant contribution to the literature by assessing the relevance of general, local, and specific goals used in school-based guidance programs.

Social Media and Lifestyle Shape Student Purchasing Patterns

General Background: Rising access to information and digital platforms has transformed consumption habits among youth, particularly students. Specific Background: Overseas students often face unique financial and social adjustments, making them susceptible to excessive spending. Knowledge Gap: While prior studies have discussed general student consumption, few have focused on overseas students and the role of peer influence, lifestyle, and social media combined. Aims: This study investigates the relationship between social media use, peer relationships, and lifestyle with the consumptive behavior of overseas students at UIN Sumatera Utara. Results: Using a quantitative approach and data from 75 respondents, the findings show that social media and lifestyle are positively and significantly associated with consumptive behavior, while peer influence is not statistically significant. Novelty: This study contributes by centering on migrant students in a developing country context, highlighting that lifestyle choices and media exposure override peer pressure in shaping spending habits. Implications: These results suggest that interventions aiming to reduce excessive consumption among overseas students should prioritize media literacy and financial awareness over peer-group regulation.Highlights: 1. Lifestyle is the strongest predictor of excessive student spending. 2. Peer influence does not significantly drive consumptive behavior. 3. Social media exposure correlates with increased purchase frequency. Keywords: social media, lifestyle, student behavior, consumption, overseas students

FILOSOFIA DE PAULO FREIRE COMO PRÁTICA EMANCIPADORA NA INSERÇÃO DE ALUNOS HAITIANOS

The research aims to reflect the contemporary immigration of Haitian children and adolescents in the State of Rio Grande do Sul based on Paulo Freire's bibliography, putting their insertion in Brazilian schools on the agenda. Considering that immigration is a current situation and a reality present in every state that currently has around 180 thousand immigrants, including Haitians and Venezuelans. Therefore, it is extremely important that this issue is considered and analyzed so that we can include immigrant students effectively, providing them with a meaningful experience and learning through education, as the reality that leads them to cross borders of their country is tough and difficult. This is a theoretical and qualitative research, carried out using Discursive Textual Analysis (DTA) based on the works of Paulo Freire, as well as the work “Education and Emancipation” by Theodor Adorno. In this way, the research results call into question some limits that public education encounters in the field of migrant students, making it possible to recognize practical and reflective dispositions of the importance of bringing the theme to educational discussions.

Difficulties in Integration of Foreign Students in Higher Education of Physical Education and Sport in The Republic of Moldova

The article presents some difficulties in the integration process of foreign students in higher education of physical education and sport in the Republic of Moldova. The integration of foreign students is a complex process, which requires a lot of attitude and involvement in activities on their part. A foreign student is integrated into society when comparable results are obtained with those of the members of the host society. We refer to the field of physical education and sport through obtaining knowledge and interaction with members of the educational institution, as well as identification with its values and principles. The migration of students between different states and regions for studies is an imminent feature of humanity at the current stage, contributing substantially to the exchange of experiences and the formation of personality. However, their integration represents a challenge for the host society, especially in the case of large migration flows. Following the research, we can conclude that the integration of foreign students is a process that takes a long time and requires efforts from both the host society and the foreigners, by optimizing their own efforts.