Dissertations / Theses on the topic 'Children of immigrants – Canada – Psychology'
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1
Yuen, Tommy Chi-man. "Filial Therapy with Immigrant Chinese Parents in Canada." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278412/.
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This study was designed to determine the effectiveness of filial therapy training in: (a) increasing immigrant Chinese parents' empathic behavior with their children; (b) increasing immigrant Chinese parents' acceptance level toward their children; (c) reducing immigrant Chinese parents' stress related to parenting; (d) reducing immigrant Chinese parents' perceived number of problem behaviors in their children; and (e) enhancing the self concept of the Chinese children of immigrant Chinese parents.
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Noh, Marianne S. "Contextualizing Ethnic/Racial Identity: Nationalized and Gendered Experiences of Segmented Assimilation Among Second Generation Korean Immigrants in Canada and the United States." Akron, OH : University of Akron, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1226517022.
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Dissertation (Ph. D.)--University of Akron, Dept. of Sociology, 2008."December, 2008." Title from electronic dissertation title page (viewed 12/30/2008) Advisor, Matthew T. Lee; Committee members, Kathryn Feltey, Susan Roxburgh, Baffour Takyi, Carolyn Behrman; Department Chair, John Zipp; Dean of the College, Ronald F. Levant; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Boakye-Agyeman, Grace. "Reunification experiences of immigrant single mothers and their children in Canada." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83157.
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Five immigrant single mothers were interviewed to explore the dynamics of the relationship between immigrant single mothers and their children when they reunite in Canada. Difficulties, in attachment, parenting, and the transition into the new culture were identified. Immigration policies about foreign domestic workers and delays in emigration process were factors that prolonged separation between mothers and their children. The mothers agreed that separation from their children contributed to the difficulties, but physical and psychological preparation before reunification lessened the challenge. Loving and listening to children, and involvement in the Christian mono-ethnic community churches were identified as effective coping strategies. Culturally sensitive approaches by social workers with these clients are recommended.
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Adler, Michal. "Psychological difficulties in new refugee-immigrants as a temporary and transitional display of coping adaptive processes." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28569.
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A majority of refugee-immigrants experience a variety of psychological difficulties during their resettlement in a new country. Using a sentence completion method, this study tested a hypothesis that in a majority of refugee-immigrants the manifested difficulties were of temporary and transitional character. Eighty subjects completed 51-item Incomplete Sentence Blank questionnaires: 20 Canadian-born individuals, 20 refugee-immigrants living 1-3 years in Canada, 20 refugee-immigrants living 5-7 years in Canada, and 20 refugee-immigrants living in Canada over 8 years. All refugee-immigrants were of Czechoslovakian origin. Sample groups were matched in sex, age, and education of subjects. The questionnaire was designed to reflect different levels of satisfaction with self, others, and the whole environment. The responses were quantified and evaluated blindly by three independent judges; the higher score was expressing the higher subject's dissatisfaction. Analysis of variance and consequent multiple comparisons showed that the mean score of the sample of refugee-immigrants living in Canada 1-3 years was significantly higher than the mean scores of all other investigated samples; the differences in mean scores between other samples were not significant. In all sample groups, t-tests did not indicate significant differences in scoring between females and males. Fifty-one analyses of variance and multiple comparisons identified separate questionnaire items on which "new" immigrants scored significantly higher than all or some of other sample groups. These items highlighted the adaptive nature of difficulties experienced by the majority of "new" immigrants. Three brief case studies supported these results. Other related findings included suspicious attitudes found mainly in new immigrants, comments on questionnaire forms differentiating between samples, and the topic of "refugee dreams". All findings seem to indicate that for the majority of new refugee-immigrants the psychological difficulties experienced during their resettlement are of temporary and transitional character, a natural expression of their coping adaptive struggles in a new environment.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
5
Safdar, Saba F. "An extended model of acculturation process : study of Iranian immigrants in Canada /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0001/MQ33508.pdf.
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Choi, Ye Ri 1973. "Chinese immigrant children : predictors of emotional and behavioural problems." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99162.
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Most recent Canadian studies on the mental health and behavioural problems of Canadian immigrant children have focused on the impact of various socioeconomic and demographic factors. To better understand the emotional and behavioural problems of immigrant children, it is important to look beyond the children's family demographics and to assess the broader social context. The current study explored the effects of immigrant children's social relationships within families and peer groups, as well as the effects of their demographic backgrounds, on the children's behavioural problems. This paper is based on the data for 182 Chinese immigrant children aged 11 to 13 years old collected from the New Canadian Children and Youth Study (NCCYS) 1st Wave in Montreal. Measures of the social relationships and behavioural problems include the following three tools: children's perceptions of their emotional and behavioural problems scales (five subscales); children's perception of parental relationships (parental nurturance, parental rejection, and relationships with parents); peer relationships (social competence, involvement with peers in trouble, and participating in bullying). The regression results indicated that immigrant children's relationships with both parents and peers were the most significant predictor of specific behaviour problems. Demographic factors, especially family structure, gender, and ethnicity, were also found to influence behavioural problems of Chinese immigrant children. In order to improve the integration and adaptation process for immigrant children and their families with adjustment difficulties in their social relationships and behavioural problems, relevant intervention and prevention programs (including early identification of children at risk, developing pro-social skills, improving parent-child interaction skills) need to be developed in school settings in collaboration with the community, by government, and by ethno-specific community groups.
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Dejmek, Andrea Theresa. "The Canadian Czech diaspora : bilingual and multilingual language inheritance and affiliations." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112332.
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The purpose of this qualitative study is to understand how children within a Canadian Czech diasporic context, create and discover their Czech heritage language and culture through meaningful active participation in areas provided within the constructs of a non traditional setting such as a summer camp. Five contextual areas of the camp were identified and studied. The areas are: activities, food, camp counselors, staff dynamics and location. Braziel and Mannur (2003) and Rampton's (1990) aspects of "language inheritance" and "language affiliation" inform the analysis.
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Yeung, Paul. "The psychosocial adjustment of Chinese adolescent immigrants in satellite families in Canada /." Burnaby, B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2033.
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Oproescu, Elena Liliana. "Problems faced by Canadian immigrants during their adjustment in the light of their observations : social work practice and policy implications." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26120.
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The process of adjustment of immigrants into Canadian society is an important economic, social, political and cultural issue; politicians, researchers and practitioners are trying to coordinate their efforts into making this process smoother and easier for the immigrants.
The present study which employed exploratory, qualitative methods solicited the perceptions of immigrants regarding their adjustment process and also the perceptions of multicultural/resettlement workers as part of the process. Eighteen immigrants ( male, female ), from diverse continents, countries, age, sex, professions and education were interviewed and asked to fill out 2 Hudson scales (GCS and ISE). Ten multicultural/resettlement workers had answered a 23 item questionnaire. Major psychosocial
aspects related to adjustment are described as elicited from the data and literature research. Implications for social work practice are outlined. It was found that attention to a systems framework for viewing the individual multidimensional problems/interactions is important when considering the adjustment process (which is a difficult process as the interviewers described it).
The interviewed people manifested grateful consideration of the government efforts toward the distribution of benefits and opportunities to newly arrived immigrants in Canadian society. The interviewed people who had had the opportunity to have a host expressed their appreciation to the Host Program offered through Immigrant Services Society. Implications for the social work profession, issues related to an ethnic sensitive approach at the micro and the macro level are presented.Arts, Faculty of
Social Work, School of
Graduate
10
Hujaleh, Filsan. "Educational attainment of Black children of immigrants in Canada: Evidence from the Ethnic Diversity Survey." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28390.
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This thesis examines the educational adaptation of children of black immigrants from Africa and the Caribbean. The influence of common shared values on the educational attainment of a segment of the new second generation---Black children of immigrants---is explored. The data are drawn from the 2002 Ethnic Diversity Survey. The findings illustrate that the educational experience of black children of immigrants is heterogeneous. Depending on both socioeconomic and ethnic attachment factors, different educational outcomes for black children of immigrants were observed.
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Hari, Amrita. "Indian hi-tech immigrants in Canada : emerging gendered divisions of labour." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:985d018c-5772-40b7-a6f3-82712ff62d96.
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In this thesis, I draw on the particular experiences of Indian hi-tech immigrants arriving in a growing Canadian technological cluster, the Waterloo Region, located in south-western Ontario. This bilateral pattern of international labour migration between India and Canada reflects both nationsʼ efforts to enhance their economic competitiveness in a global knowledge economy: India as a global exporter and Canada as an importer of knowledge professionals. The stereotypical association of Indian nationals with technology work brings both restrictions and opportunities for Indian hi-tech immigrants navigating a racialised as well as gendered technology labour market in the Waterloo Region. My main aim is to reveal a microcosm of gendered negotiations involving individual economic migrants, their skilled spouses, their employers and the welfare state, particularly in the guise of officials regulating migration and access to childcare. The complex set of individual behaviours, ideologies, attitudes and practices all contribute to the emergence and maintenance of, as well as challenges to, particular gendered divisions of productive and reproductive work among these new entrants to Canada, as they lose the significant employment, social and familial networks and supports that typically are available in India. These Indian newcomer families view their responsibilities to their family to be as significant as their engagement in the Canadian labour market, as well as the advancement of their individual careers. In practice, however, familial responsibilities remain a more significant aspect of womenʼs lives, reproducing gendered divisions of both paid and unpaid work that mirror traditional gender roles and ideologies. The labour market participation of this particular group of Indian hi-tech immigrants, and especially professional immigrant mothers, is limited by the non-recognition of foreign credentials and cultural and/or racial discrimination but perhaps to an even greater extent by the lack of sufficient provisions for reproductive work under Canadaʼs liberal welfare state.
12
Vadgama, Dimple. "Children of Immigrants: Parenting the Future of America." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/23.
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According to Cohn (2015), by the year 2065 about one-in-three Americans would be an immigrant or have immigrant parents projecting that incoming immigrants, and their children will steer majority of the United States (U.S.) population growth in the next 50 years. According to the projections for 2065, 78 million will be immigrants and 81 million will be individuals born in the U.S. to immigrant parents (see Figure 1). After immigrants from Mexico and China, the third largest immigrant group residing in the U.S. is from Asian-Indian origin. The percentage of Asian-Indian immigrants compared to all other immigrants in the U.S. has consistently proliferated. Considering this pattern of incoming Asian-Indian immigrants, research on parental involvement among Asian-Indians raising children who are U.S. citizens and future Americans is sparse. According to a national level study on paternal involvement with young children, “virtually no research has examined fatherhood among immigrants. Eighteen percent of current births are to mothers born outside of the U.S.; if the fathers also are foreign-born, this is a major gap in existing knowledge” (U.S. Department of Education, 2001, p. 22).
The current study aimed to understand Asian-Indian immigrant couples’ factors influencing fathers’ involvement with school-aged children (6-10 years). Specifically, the study focused on the marital adjustment, parenting self-efficacy and gender-role beliefs about parenting. Parenting is believed to be codependent and nested within a family and cultural structure. While parenting research consistently demonstrates more maternal involvement with children, often fathers’ involvement gets little or no attention. One of the major limitations of fathering research is single source data, often comprising of only mothers’ reports. The purpose of this study was to address this research gap by examining the nested nature of human development using family systems theory.
Actor-partner interdependence model (APIM), a type of dyadic data analysis, was used to examine the actor (spillover) and partner (crossover) effects of parents’ independent variables on their as well as their partners’ reports of paternal involvement. Self-report surveys were collected from 127 Asian-Indian immigrant parents. All the measurement scales had high reliabilities. Results for fathers revealed significant spillover effects of marital adjustment, parenting self-efficacy, and parenting gender role beliefs on fathers’ involvement, and for mothers, only marital adjustment effect on their reports of father involvement. These findings indicate that father involvement is enhanced when both fathers’ and mothers’ are adjusted in their marriage, when fathers’ feel competent in their parenting role and they have egalitarian gender beliefs about parenting. Partner or crossover effects were found from mothers’ marital adjustment onto fathers’ reports of involvement and, fathers’ parenting self-efficacy onto mothers’ reports of fathers’ involvement. These partner effects reveal that fathers’ involvement depend on how adjusted mothers are in their marriage and, mothers’ reports of fathers’ involvement depend on how efficient fathers are in their parenting role. In summary, the current study strongly supported family systems theory and demonstrated how the current immigrant parents, and the future families of America, adapt to succeed and re-structure lives in their ‘new home’.
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Carlsson, Erik. "Fertility intentions of the children of immigrants in Sweden." Thesis, Stockholms universitet, Sociologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-148279.
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Lui, Yik-man Jodie. "Psychological adjustment to acculturatuve stress among Chinese adolescent immigrants the role of coping flexibility, locus of control, and social support /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841392.
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Lui, Yik-man Jodie, and 呂亦敏. "Psychological adjustment to acculturative stress among Chinese adolescent immigrants: the role of copingflexibility, locus of control, and social support." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841392.
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Ma, Li 1972. "Chinese immigrant parents' educational expectations and school participation experience." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98554.
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Recent years have witnessed the large number of Chinese immigrants in Canada. With the coming of those immigrants is the large number of school age children. Hence, immigrant families' educational expectations and parental participation in their children's schools become major educational concerns. This study focuses on recent Chinese immigrants' expectations of and concerns about their children's schooling.Drawing from Bourdieu's cultural capital theory and Ogbu's social mobility theory, in this study, I used a qualitative interview methodology to explore the educational expectations and school involvement of five Chinese parents who had recently immigrated to Canada. The educational expectations for their children and school participation of these Chinese immigrants are deeply rooted in Chinese tradition and heritage and are also greatly shaped by their personal experiences in Canada. Their cultural values and beliefs and immigration experiences as visible minorities have had a great impact on their educational expectations. Language barriers and different cultural values between dominant mainstream and Chinese traditions are the two main factors that hinder immigrant parents' participation in school activities and hence in their children's schooling.
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Arriagada, Paula Andrea. "In search of an identity in young adulthood ethnic self-identification among children of immigrants /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186505369.
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Ho, Wan-sing. "Will separation of the new-arrival immigrant children at primary schools from their local counterparts solve their adaptation problems?" Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887417.
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Carreon, Isaac. "Attachment, Acculturative Stress, Social Supports, Separation, and Marital Distress in Mexican and Central American Adult Immigrants Separated from Primary Caregivers as Children." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3025.
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Latinas/os are reported to be the fastest growing ethnic minority in the United States, with a large percentage being newly arrived immigrants. Previous research has found that many migrate in phases, with the father leaving the family behind or both parents migrating and leaving children in the care of family members. Separations from parental figures have been found to lead to psychosocial, psychological, and educational problems. Additional challenges of immigrants include acculturative stress, lack of social support, attachment problems, poverty, discrimination, unemployment, and marital distress. The purpose of this study was to inquire if immigrant variables (attachment, acculturative stress, and social supports) in Mexican and Central American immigrants who were separated from their primary caregivers as children predict marital distress. A total of 92 participants completed either the online questionnaire via Survey Monkey or paper surveys in person. A quantitative methodology, correlational multiple regression model was used in order to investigate the research questions and hypotheses. The results from the current study showed a statistically significant finding that the attachment style and acculturative stress in Mexican and Central American immigrants predicted marital distress. However, there was no statistically significant finding that social support predicted marital distress. Findings from this study can promote a deeper understanding to marriage counselors regarding attachment, social support, acculturative stress, and separation factors that can affect immigrant couples. It may also have implications for immigration policy and promote the establishment of reunification programs in communities where immigrant populations reside.
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Mahembe, Mercy. "The psychosocial experiences of immigrant learners at a primary school in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71841.
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Thesis (MEdPsych)--Stellenbosch University, 2012.Includes bibliography
ENGLISH ABSTRACT: South Africa attracts a significant number of refugees and immigrants from poverty-stricken and war-ravaged African nations who come in search of greener pastures. As this population continues to grow, immigrant learners have begun to experience South African schools in an array of uniquely challenging ways (Vandeyar, 2010). This influx of foreigners has increased the diversity in South African classrooms and presents challenges for the foreign learner as well as for the school. While several studies have been undertaken to examine educational factors relating to the education of foreign learners in South Africa, the psychosocial experiences of these learners have not received research attention. The present study sought to understand the psychosocial experiences of immigrant learners in South Africa. The theoretical framework of the study was guided by Erikson’s psychosocial theory. Within the framework of Erikson’s psychosocial theory (Passer & Smith, 2008; Plotnik, 1993), psychological factors such as self-esteem, self-identity, self-efficacy and confidence, as well as social factors such as language, culture and peer relations, were explored in an attempt to understand their adjustment to learning in a culturally different environment. A basic qualitative research design was utilised. Participants were voluntarily recruited at a primary school in the Western Cape Province of South Africa. Purposive sampling was used to identify nine immigrant learners between the ages of six and twelve, who had at least attended the first-grade level in their native countries, for participation. Data were collected through the draw-and-tell technique, interviews and observations and analysed by means of thematic content analysis. The recurring themes derived from the interviews indicated that immigrant learners experience psycho-social challenges that involve the accent of the English language, establishment of friendships and bullying. These challenges have had a negative impact on their self-confidence, self-efficacy and self-esteem and their characters have also been changed in trying to adapt to the environmental demands. It is anticipated that the findings of the study will contribute to the development of meaningful support strategies for immigrant learners. The recommendations made include that the school must devise school policies which promote acknowledgement and acceptance of diversity within the school. There is a need for activities that accommodate diverse learners within the school. Learners need to share and enlighten each other about their cultural values and morals. Activities may involve role-plays at assembly, and having different weeks of commemorating or celebrating the different cultures of different learners within the school. The host learners also need to participate in these activities. Adopting the circle of courage philosophy, that is, sense of belonging, respect, generosity and industry, should be the starting point for the school and all learners. Bringing in the circle of courage can assist the whole school in accepting and understanding one another. The circle of courage is a model of empowerment; it is a philosophy in support of ‘reclaiming environments’ for learners. Future studies should investigate the identified themes using a quantitative approach, as well as undertake a comparison of the immigrant learners’ experiences with those of the host learners.
AFRIKAANSE OPSOMMING: Suid-Afrika het groot aantrekkingskrag vir ‘n aansienlike aantal vlugtelinge en immigrante vanaf armoede- en oorlog-geteisterde volkere in Afrika wat ‘n beter heenkome soek. Namate hierdie bevolking toeneem, kry immigrantleerders in skole in Suid-Afrika met ‘n unieke reeks uitdagings te doen (Vandeyar, 2010). Die instroming van vreemdelinge het die diversiteit in Suid-Afrikaanse klaskamers laat toeneem en stel uitdagings aan die buitelandse leerder sowel as aan die skool. Alhoewel verskeie studies reeds is onderneem om opvoedkundige faktore met betrekking tot die opvoeding van buitelandse leerders in Suid-Afrika aan te spreek, het die psigososiale ervarings van hierdie leerders nog nie die aandag van navorsers gekry nie. Die huidige studie verteenwoordig ‘n poging om die psigososiale ervarings van immigrantleerders in Suid-Afrika te ondersoek. Die teoretiese raamwerk van die studie is deur Erikson se psigososiale teorie gerig. Binne die raamwerk van Erikson se psigososiale teorie (Passer & Smith, 2008; Plotnik, 1993), word psigologiese faktore soos selfagting, self-identiteit, selfdoeltreffendheid en vertroue, en sosiale faktore soos taal, kultuur en verhoudings met die portuurgroep ondersoek in ‘n poging om die leerders se aanpassing aan die leer in ‘n omgewing met ‘n verskillende kultuur te verstaan.. ‘n Basiese kwalitatiewe navorsingsontwerp is gebruik. Vrywillige deelnemers is by ‘n primêre skool in die Wes-Kaap Provinsie van Suid-Afrika gewerf. Nege immigrantleerders van tussen ses en twaalf jaar oud wat reeds vir minstens een jaar in hul land van herkoms skoolgegaan het, is deur middel van ‘n doelgerigte steekproeftrekking vir deelname geïdentifiseer. Data is met behulp van die teken-en-vertel tegniek, onderhoude en waarneming ingesamel en met behulp van tematiese inhoudsontleding geanaliseer. Die terugkerende temas wat in die onderhoude na vore gekom het, het aangedui dat die immigrantleerders psigososiale uitdagings betreffende die aksent van die Engelse taal, stigting van vriendskappe en afknouery ondervind het. Hierdie uitdagings het hul selfvertroue, selfdoeltreffendheid en selfagting nadelig aangetas en hulle het geaardheid laat verander in die poging om by die eise van die omgewing aan te pas. Die verwagting is dat die bevindings van die studie ‘n bydrae tot die ontwikkeling van betekenisvolle ondersteuningstrategieë vir immigrantleerders sal lewer. Voorstelle wat gemaak word behels dat die skool ‘n beleid moet daarstel wat erkenning en aanvaarding van diversiteit in die skool bevorder. Daar is ‘n behoefte aan aktiwiteite wat diverse leerders binne die skool akkommodeer. Leerders behoort hul kulturele en morele waardes met mekaar te deel en mekaar daaroor in te lig. Aktiwiteite sou rolspel gedurende byeenkomste kon insluit, en verskillende weke sou daaraan toegewy kon word om die verskillende kulture van verskillende leerders in die skool te gedenk of te vier. Die gasheer leerders moet ook by hierdie aktiwiteite betrek word. Aanvaarding van die Circle of Courage filosofie, wat die gevoel van saamhorigheid, respek, ruimhartigheid en ywer omvat, behoort die beginpunt vir die skool en al die leerders te word. Om die Circle of Courage in te voer kan die hele skool help om mekaar te aanvaar en te verstaan. Die Circle of Courage is ‘n model vir bemagtiging; ‘n filosofie wat die ‘terugwinning van omgewings’ vir leerders ondersteun. Toekomstige studies behoort met behulp van ‘n kwantitatiewe benadering ondersoek in te stel na die geïdentifiseerde temas, en ook ‘n vergelyking van die ervarings van die immigrantleerders en gasheer leerders te tref.
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Hanina, Marina. "Les conditions du développement des compétences interculturelles des adolescents immigrants à Sherbrooke." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2048/document.
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Le thème de la présente recherche est l'étude des conditions dans lesquelles se développent les compétences interculturelles des jeunes immigrants en milieu scolaire à Sherbrooke. La problématique met en évidence divers questionnements en lien non seulement avec l’évolution de la société québécoise, mais aussi avec les besoins propres aux systèmes éducatifs et aux contextes dans lesquels évoluent les personnes concernées. Au niveau national et particulièrement au plan institutionnel, ces contextes sont de plus en plus marqués par l’émergence d’expériences interculturelles complexes. Celles-ci constituent des phénomènes dynamiques et en transformation; elles provoquent des sentiments multiples, des comportements spécifiques, des troubles émotionnels, des chocs culturels, etc. Ces phénomènes s’accentuent proportionnellement à l’augmentation du nombre de nouveaux arrivants dans certaines régions. Ainsi, le nombre des jeunes immigrants à Sherbrooke s’accroît sans cesse. Les professionnels du milieu scolaire ne savent plus comment agir de façon adéquate dans une telle situation ; ils déplorent leur propre manque de connaissances et de ressources dans ce domaine, étant donné que l'augmentation de l'immigration vers les petites villes constitue un phénomène relativement nouveau au Canada. Ce phénomène demeure largement sous-représenté dans la documentation scientifique. Il est traité de manière parcellaire et peu adaptée aux réalités spécifiques des adolescents évoluant dans une telle région. Il s’agit donc d’un champ conceptuel à redéfinir; son cadre de référence est à rebâtir. Dès lors, il s’avère impératif de mener une analyse fine pour mieux comprendre le processus de développement des compétences interculturelles chez les immigrants, afin de mettre en place des outils efficaces pour une meilleure appropriation des connaissances et des actions pertinentes dans plusieurs sphères culturelles et institutionnelles. Pour cela, nous avons adopté un modèle de référence structurant permettant d’analyser les conditions du développement des compétences vues sous l’angle des facteurs favorables et défavorables, en allant du microsystème au macrosystème. Quatre types de répondants ont été interrogés : les jeunes québécois, les adolescents immigrants et leurs parents, ainsi que les enseignants œuvrant au sein des classes multiethniques, pour obtenir un regard global sur les témoignages des différents acteurs concernés par les expériences d'intégration. A l’issue des analyses, les résultats montrent que les conditions étudiées relèvent de plusieurs facteurs essentiels, qui sont classés selon l’écosystème. On y retrouve principalement les degrés de motivation et d’estime de soi, l’image perçue de l’école (microsystème), les stratégies parentales (mesosystème), la formation et les approches des enseignants (exosystème) ainsi que les lois touchant à l’accueil scolaire (macrosystème). De plus, il faut noter que les jeunes immigrants tendent à s’acculturer plus rapidement et au mieux dans la nouvelle société aussi bien que dans le nouveau collectif scolaire.Dans le présent travail, les concepts traités en rapport avec la notion des compétences interculturelles se trouvent enrichis par des apports multidisciplinaires (psychologie, sciences de l’éducation, sociologie, ainsi qu’anthropologie)The subject matter of the present research is the analysis of conditions in which immigrant youth develop their cross cultural competences in school milieu in Sherbrooke.Several questions pertaining to changes taking place in Quebec society and the particular needs of Quebec’s educational system, in which the target population evolves, are outlined. Nationally, and particularly on the institutional level, the emergence of complex intercultural trajectories is increasingly taking center-stage. Such experiences represent dynamic evolving phenomena that provoke various feelings, specific behavior patterns, emotional disorders and cultural shocks. They are more clearly identifiable in certain regions where the number of newly arrived immigrants continuously grows. And the immigration in Sherbrooke is in constant evolution. Academic professionals are not sufficiently skilled to adequately perform in this kind of situations. They deplore their lack of knowledge and resources in this area, given that immigration to small towns on this scale is a relatively new phenomenon in Canada.Furthermore, this new phenomenon remains largely unexplored in the scientific domain. This subject is only partially paid attention to and is poorly adapted to the specific realities of immigrant youth being brought up in such regions.The conceptual field and frame of reference appear to have to be entirely reconstructed. To do so, it is necessary to analyze the conditions in which immigrant youth develop their cross-cultural competencies as it would allow us to understand the process of how they are acquired.Such subtle analysis will provide for carrying out tools and techniques to better equip academic professionals with knowledge and skills to help them face their new school realities and act in an appropriate and efficient manner.To address this need, we deployed an analysis pattern, which allowed us to study the evolution of cross-cultural competences by considering positive and negative factors for their development. These factors have been classified in an ecosystem, going from micro-system to macro-system.In the present study four types of respondents were interrogated: Quebecois youth, immigrant youth and their parents and teachers working in multicultural classes. These four respondents’ types were necessary to obtain a comprehensive view of the immigrant situation and their integration. We used focus groups, projective imagination test and face to face interviews.The results of the global analysis have shown that there are several crucial factors which were classified into the ecosystem. The main identified factors are: the degree of self-motivation, self esteem and how the school image is perceived (microsystem), parental strategies (mesosystem), teachers’ academic background and their tutorial approach, as well as policies around “welcome classes” structure (macrosystem). Moreover, we noticed that immigrant youth tend to faster adopt and integrate the culture of the Quebec society as well as merge with the new school community.The present research aimed to study the concepts of cross-cultural competencies has been enriched by the multidisciplinary approach we have applied throughout our analysis (psychology, pedagogy, sociology and anthropology)
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Ho, Wan-sing, and 何雲星. "Will separation of the new-arrival immigrant children at primary schools from their local counterparts solve their adaptationproblems?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959404.
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Smith, Shahriyar. "Contexts of Reception and Constructions of Islam: Second Generation Muslim Immigrants in Post-9/11 America." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3766.
Full textAbstract:
The World Trade Center attacks on September 11, 2001 fundamentally transformed the context of reception for Muslim immigrants in the U.S., shifting it from neutral to negative while also brightening previously blurred boundaries between established residents and the Muslim minority. This study explores how second-generation Muslim immigrants have experienced and reacted to post-9/11 contexts of reception. It is based on an analysis of ten semi-structured in-depth interviews that were conducted throughout the Portland Metropolitan Area from January to April of 2016. It finds experiences of discrimination to be primarily affected by two factors: public institutions and gender. It also finds, furthermore, that research participants react to negative post-9/11 contexts of reception by redrawing bright boundaries to include themselves within the American mainstream. Because Islam itself has become politicized within post-9/11 contexts of reception, this study also explores how second-generation Muslim immigrants construct and maintain religious meaning as a form of political identity. It finds that research participants unilaterally construct a Localized Islam that is dynamic and variable in its response to familial and social pressures. The thesis concludes by putting forward a typology outlining its four primary forms of localization within contemporary social and political environments.
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Bismar, Danna. "Mental Illness Stigma, Parent-Child Communication, and Help-Seeking of Young American Adults with Immigrant Parents." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248426/.
Full textAbstract:
This study examined a mediational model of mental illness stigma, parent-child communication about mental health concerns, and help seeking attitudes/behaviors among young adults with at least one immigrant parent while considering the possible moderating effect of acculturation gap. The primary goal of this study was to examine whether the acculturation gap changed the relation between mental illness stigma and communication about personal mental health concerns with immigrant parents, which in turn could become a significant predictor of their help-seeking attitudes, as well as a barrier to seeking professional mental health services. Findings provided support to the direct and indirect effects of mental illness stigma through communication about mental health concerns on attitudes about help-seeking. The acculturation gap hypothesized to be a possible moderator for the stigma-communication about mental health concerns relationship among young adult ABCI was found to be significant for ABCI with a low mainstream culture acculturation gap. Discussion on the findings, limitations of the study, future research directions, and counseling implications are addressed.
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Mansfield, Earl Alfred. "Lived experience in the initial period of adaptation: a longitudinal multi-case study of the experience of recent immigrant students at a Canadian secondary school." Thesis, 1995. http://hdl.handle.net/2429/7510.
Full textAbstract:
While educators have recognized that students from other countries often
face traumatic experiences in their initial period of adaptation to the
receiving country's schools and society, little attention has been devoted to
understanding the nature or educational significance of these experiences.
Traditionally, educators have equated adaptation difficulties with host
language deficits, while other, possibly more consequential dimensions of the
adaptation experience have gone unrecognized, and have not been represented in
educational policy and funding decisions. Accordingly, this study is directed
toward providing a more comprehensive understanding of the adaptation
experiences of adolescent students who have recently arrived in Canada from
other countries, and addresses a critical need for understanding these
experiences from the perspectives of the students themselves.
Inquiry is advanced within a descriptive, exploratory, and explanatory
study which predominantly utilizes a phenomenological, qualitative
methodology. The study's principal methodology builds upon Edmund Husserl's
philosophical foundation by incorporating the existential perspectives of
Maurice Merleau-Ponty, the life-world social dimensions of Alfred Schutz, and
the historical-contextual and interpretive elements of Max van Manen's
hermeneutic phenomenology. Fieldwork occurred over a six month period in a
suburban Canadian secondary school. Study findings and recommendations derive
from analysis of interviews, observations, and self-reports of three male and
three female grade 10 students who arrived in Canada not more than 20 months
prior to the outset of the study.
Initial adaptation experiences of study participants point to three
principal findings. The study's finding that despite adaptation challenges,
students from abroad often achieve at or above receiving society norms within
a short period after arrival, suggests that educators should consider how
successful academic patterns of newcomers might be adopted by receiving
society members. Participant experience indicates that host language
acquisition is but one dimension of a multidimensional adaptation experience,
and that it is seldom the student's most critical adaptation concern, even in
terms of host communication skills. Participants experienced establishing friendships as their most critical and difficult adaptation concern, and
looked to friendship to provide uncertainty reduction, access to and inclusion
in the receiving society.
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Hernandez-Ramdwar, Camille. "From TT to T.O. : second generation identities in the Caribbean diaspora /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442534&T=F.
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Hernández-Ramdwar, Camille. "From TT to T.O. : second generation identities in the Caribbean diaspora /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442534&T=F.
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Brar, Shakuntla. "Child temperament, parenting styles and externalizing and internalizing behavior of young children of Indian immigrants in Canada." 2003. https://scholarworks.umass.edu/dissertations/AAI3096265.
Full textAbstract:
Temperament has been found to be consistently and significantly associated with externalizing and internalizing behavior in children. However, this relationship is in modest to moderate range, suggesting that there are some other factors in child's environment contributing to his/her externalizing and internalizing behavior. Moreover, these direct link (correlational) studies do not explain how the relationship between child temperament and externalizing and internalizing behavior is moderated by other factors. Indian immigrants' children have not been represented in studies on externalizing and internalizing behavior of young children in North America. Therefore, the present study was designed to investigate, first, the role of child temperament and mothers' parenting styles in externalizing and internalizing behavior of young children of Indian immigrants, and second, how mothers' parenting styles moderate the relationship between these two variables. The sample comprised 160 first grade and kindergarten children and their Indian immigrant mothers. Child Behavior Checklist, Temperament Assessment Battery for Children-Revised, and Parenting Styles and Dimensions questionnaires were used to collect the data. Descriptive statistics, correlations and hierarchical multiple regression analyses were used to analyze the data. Findings suggest that child impulsivity, negative emotionality, lack of task persistence, and inhibition were associated positively with externalizing and internalizing behavior of children. Activity level was associated positively with externalizing but not with internalizing behavior. Authoritarian and permissive parenting styles were associated positively, whereas, authoritative parenting style was associated negatively with both externalizing and internalizing behavior. The relationship between child temperament and externalizing behavior was moderated by mothers' parenting styles. High authoritative parenting style weakened the relationship between impulsivity and externalizing behavior in children, whereas high authoritarian and permissive parenting styles strengthened this relationship. The relationship of child negative emotionality and lack of task persistence with internalizing behavior of children was not moderated by parenting styles. However, parenting styles made significant contributions in explaining the variance in internalizing behavior of children beyond what was already explained by negative emotionality and lack of task persistence. In terms of relationship between child temperament, parenting styles, and externalizing and internalizing behavior of children, the results of the current study were similar to the findings of the studies conducted on the main stream population in North America.
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Manhas, Sonia. "A group model of practice with girls of Asian ethnicity." Thesis, 2002. http://hdl.handle.net/2429/12177.
Full textAbstract:
This study examined how group work can provide a culturally-competent, gender and agesensitive
model of social work practice with girls of colour. I developed and implemented
a school-based girls' group program specifically designed to outreach to girls of colour
between thirteen and eighteen years of age. Results from the program demonstrated that
through purposeful efforts to develop collaborative, non-hierarchical relationships, adult
facilitators played a significant role in creating an environment in which girls could speak
about issues that were important to them, including those related to race and culture.
During the group sessions, girls learned about each other and themselves, identified
similarities in their experiences as immigrants to Canada, and created a sense of group
belonging. Similarity in non-dominant cultural status and gender among participants and
facilitators appeared to have contributed to the group's cohesiveness and countered
structural barriers to addressing race and culture. This study highlighted the value of a
group model of practice to provide girls of colour with their own space to freely explore
individual experiences and a vehicle for community organizing.
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Paul, Jeanette Katharine. "Submerged identitites : German Canadian immigrants (1945-1960)." Thesis, 2005. http://hdl.handle.net/2429/16658.
Full textAbstract:
This project explores the history of Germans in Canada: their experiences prior to,
during, and after the Second World War. The primary focus of this project will be on the
construction of the German Canadian identity in the years after the Second World War. I
contend that German Canadian immigrants from the post-war years experienced
discrimination and negativity which forced them to submerge their true identities. This
submersion has left us with a weak German Canadian culture today-it is one based on the
outdated notion of "oom-pa-pa" bands and Schuhplattler dancers. As this culture-and the
people who perpetuate it-die off, we are left with a German Canadian culture and identity
that is more and more Canadian. This project is primarily composed of a literature review
and will use Erving GofFman's theory on stigma and spoiled identities.Arts, Faculty of
Sociology, Department of
Graduate
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McInnes, Taylor. "The Career Re-training Experience of Professional Immigrants to Canada: An Existential Perspective." Thesis, 2012. http://hdl.handle.net/1807/32446.
Full textAbstract:
New professional immigrants, who come to Canada with significant education and work experience, often find themselves underemployed after immigration. As a result, many immigrants undergo some form of re-training post-immigration. This study was a sub-study of a larger Canada Research Chair project exploring the career development and re-training experiences of new professional immigrants to Canada. This particular study focused on exploring such experiences from an existential perspective. Within a qualitative research framework, 10 semi-structured, in-depth interviews were conducted with new professional immigrants to Canada. A grounded theory approach was adopted for data analysis. Several themes emerged and key findings, including participants’ relationship with the core existential concepts of death, freedom, and meaning are introduced. Results also compare how existential considerations were related to participants’ level of career satisfaction in Canada. Results have theoretical implications for career and vocational psychology and implications for practice, including professional and self-helping.
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"Voices of Mexican Immigrants Fostering the Academic Success of Their Children." Master's thesis, 2014. http://hdl.handle.net/2286/R.I.24810.
Full textAbstract:
abstract: ABSTRACT Students who drop out of high school experience lower incomes and greater unemployment and are at higher risk of becoming part of the adult corrections system and of needing public assistance. Historically, Latino/a youth, particularly Mexican American youth, have been at particularly high risk for underachievement and dropping out of high school. Because Latino/as are the fastest growing ethnic group in the United States, their struggle in education means a larger, undereducated work force. In spite of demographic factors such as poverty, language barriers, and discrimination that potentially can adversely impact the success of the children of Mexican immigrant parents, some of these parents are taking steps to help their children succeed in high school and to enter college. While parental involvement has been generally linked to improving students' outcomes and attitudes toward school, few studies have focused on minority parents, particularly Latino/as. Even fewer have conducted qualitative studies to develop a deeper understanding of parents' beliefs, values, and actions taken to help their children. Through semi-structured interviews and grounded theory analysis, this qualitative study investigated how and why Mexican immigrant parents help their children succeed in school. Six themes emerged from the data: 1) parents' motivations stem from childhood adversity, the belief that there are opportunities in the U.S. for people who succeed academically, and unrealized dreams to pursue their own education; 2) parents' actions primarily included behaviors at home; 3) the influence of "La Familia" (the protective force of the family); 4) the influence of discipline; 5) the influence of teachers and principals who recognized and supported their children's academic success; and 6) the influence of the children themselves. Despite variations in educational attainment and income levels, the parents' values, beliefs, and actions were similar to each other and reflect their Mexican cultural upbringing. By developing a deeper understanding of the parents' beliefs, values, and actions, more culturally informed and strength-based, parent-involvement approaches can be developed for similar Mexican immigrant parents. Implications, limitations, and suggestions for future research are explored.Dissertation/Thesis
M.C. Counseling Psychology 2014
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Guersan, Daniel. "La participation politique des immigrants au Québec." Thèse, 2013. http://hdl.handle.net/1866/9961.
Full textAbstract:
Comment expliquer la spécificité de la participation politique des immigrants au Québec, alors qu’elle échappe aux explications usuelles ?
Si une multitude de facteurs expliquent bien la participation politique dans un cadre général comme le produit d’une rationalité individuelle, rationalité vers laquelle nos politiques sont orienté, ces facteurs peinent empiriquement à saisir pourquoi les immigrants participent et pourquoi ils évitent certains espaces politiques.
Plutôt que de reprendre une approche fondée sur une rationalité cognitive ce travail suggère de compléter les approches classiques par celles de la psychologie sociale, et de choisir un spectre original axé sur les facteurs de développement d’un sentiment d’appartenance au Québec socio-affectif.
Deux intérêts majeurs accompagnent cette démarche.
En premier lieu, elle permet d’inclure le rôle des émotions dans la compréhension de la participation politique et ouvre la voie à des explications complémentaires jusqu'alors négligées.
En second lieu, elle permet de séparer la dimension identitaire de la dimension affective, encore fusionnées dans la plupart des approches. En cela elle offre au chercheur un nouveau cadre conceptuel qui permet la prise en compte du poids des affects dans l’étude de la participation politique, dans des cas atypiques tels que l’immigration ou les sociétés en mutation rapide.
Enfin, la recherche effectuée dans ce mémoire permet d’éclaircir le comportement politique des immigrants du Québec en démontrant l’échec des politiques d’intégration à développer un sentiment d’appartenance chez ses arrivants.How to understand specificities of political participation in the case of Quebec’s immigrants, as it evades from usual explanations? If a multitude of factors explain well the political participation in the common case, the main explanation feats with personal rationality. Politics are usually oriented by this statement. Still, these factors hardly give an empirical explanation of why does immigrants participate or avoid some public spaces. Instead of taking the classical approach, based on cognitive rationality, this paper suggests completing usual explanations statements through the original mediation of socio-affective factors of Quebecoise belonging development. Such a demarche gives policy science two advancements. First, it opens the way to the inclusion of emotions for a better understanding of political participation and gives complementary explanations, largely forsaken. Secondly, it set a separation between id dimension and affective dimensions, still fused in most approaches. This way gives new statements to the researchers which open the way to a better consideration of the weight of affective explanations in the study of political participation in atypical cases like immigration and fast changing societies. At last, our research explains the political behaviour of Quebecoise immigrants by establishing Quebec’s integration policies inability to create a Quebecoise belonging.
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MacLeod, Douglas M. "Locus of control and native Indian children with histories of hearing loss." Thesis, 1993. http://hdl.handle.net/2429/2005.
Full textAbstract:
Very little is known about the relationship between locus of control (LOC) orientation and mild or temporary hearing losses associated with chronic otitis media. Furthermore, it seems this relationship may never have been studied in the unique cultural context of Northern Canadian Native Indian societies. The present study investigated the relationship between LOC orientation and hearing status category among Carrier-Sekani children from Northern British Columbia. The relationship between LOC orientation, chronologic age, and academic achievement was also explored. Demographic data collected for a larger study, provided an opportunity to conduct some post hoc analyses on LOC orientation, place in the family, number of parents in the home and family income. Ninety Carrier-Sekani students from grades four to twelve, received a modified Nowicki-Strickland Locus of Control Scale for Children. Students were divided into two broad categories, normally hearing and those having a history of a hearing loss. The latter category was further divided into students with a pure tone loss, students with a history of chronic otitis media and those with observed otitis media at the time of testing. Students could be members of more than one sub-group. Correlation coefficients and Analyses of Variance were computed to explore the relationship between LOC orientation and the independent variables. No significant relationship was discovered between LOC orientation and category of hearing loss. An internal LOC orientation was positively associated with chronologic age, medium family income, two parents in the home and partially associated with academic achievement. This study indicates that for Carrier-Sekani students, a mild or temporary hearing loss is not significantly associated with an external LOC orientation. It seems that school related variables and demographic variables commonly associated with LOC orientation in the samples described in the literature are also present in the sample studied in this project.
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Al-Rudainy, Oras. "Role of Acculturation, Social Capital and Oral Health Literacy on Access to Dental Care among Preschool Children of Arabic-speaking Immigrants in Toronto, Canada." Thesis, 2011. http://hdl.handle.net/1807/30157.
Full textAbstract:
Objectives: To determine access to dental care among preschool children of Arabic-speaking immigrant families; to investigate the influence of social and cultural factors on access to dental care; and to measure preschool children’s oral health as reported by their parents. Methods: This survey used a semi-structured questionnaire to interview 100 Arabic-speaking parents of children under the age of 5 who were identified from community centres. Five scales were used to measure acculturation, social capital, oral health literacy, oral health knowledge, and health literacy. Results: Only 34% of families had visited the dentist to obtain dental care for their preschool children. Nineteen-percent of Arabic parents in our sample rated their children’s oral health as being fair or poor. None of the scales used in this study had a significant impact on access to dental care; however, higher scores on these scales tended to be associated with better access to dental care.
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Hsu, Wei-Shan. "Reconstituted lives : children's experiences in the context of transnational migration between Canada and Taiwan." Thesis, 2002. http://hdl.handle.net/2429/12099.
Full textAbstract:
It is becoming increasingly common for current-day migrants to build transnational
connections transcending national borders. Amongst recent immigrants from Taiwan to
Canada, an "astronaut" type of family arrangement has emerged. In the "astronaut"
families, either one or both parents continue working in Taiwan to maximize the financial
resources of the family, while the children reside in Canada. These children affected by
transnational migration between Canada and Taiwan no longer experience a radical break
from their place of origin—Taiwan. Instead, both the settlement society and their ethnic
origin have continually informed the processes of these children's home-making and
identity development.
Based on eleven individual interviews conducted in Greater Vancouver regional
district of British Columbia, Canada between June and September, 2001, this study
explores the impact of transnational family arrangements on children's lives, and
children's.senses of home and identity. Findings suggest that the families of the children
interviewed undergo a reconfiguration of the traditional family structure, a reconfiguration
based on the establishment of various transnational connections linking family in Taiwan
and family in Vancouver. The new transnational family structure is operating within new
forms of interdependence between family members and within changing family
relationships. The transnational family arrangement has affected how the children define
"home" and where they consider to be "home". The children's senses of home are
influenced by the interaction between their quotidian experiences in Vancouver and their
transnational connections with Taiwan. In terms of identity, the children interviewed
reveal a persistence of Taiwanese identity over time and at the same time a fluctuation in
the intensity of their Taiwanese identity. The main factors affecting the children's senses
of identity are: cross-cultural contacts they have experienced in Vancouver, the significant
flow of people and cultural items from Taiwan to Vancouver, and the primordial
attachment to their place of origin. The children have learned to negotiate within
"astronaut" families. They have become new kinds of "transnational" people—those who
can situate themselves somewhere between being Taiwanese and being Canadian and yet,
be both.
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Cautillo, Franka Pauline. "Nurturing mind, body and soul in the garden of alma mater and beyond : a journey into identity formation /." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442363&T=F.
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Beckford, Sharlene Tanica. "Relationships among differential acculturation, family environment, and delinquency in first and second generation immigrant youths." 2001. https://scholarworks.umass.edu/theses/2373.
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Chatfield, Karen. "A three-paper investigation of Head Start Participants’ Outcomes in Executive Functions, Reading and Math at Kindergarten Entrance and Through the Transition to School (K-2)." Thesis, 2019. https://doi.org/10.7916/d8-bvwc-zr78.
Full textAbstract:
Three questions are explored in this dissertation. The first is whether the executive functions of Head Start participants are improved in comparison to those of children who did not attend center-based care before attending kindergarten. By matching and comparing the outcomes of a nationally representative cohort of kindergarten children (ECLS-K:2011) grouped by the type of childcare they received in the year preceding school entry, I find that Head Start participants exhibit slightly higher cognitive flexibility scores (as well as reading and math outcomes) in comparison to highly similar children who did not experience center-based care before starting school. Children who participated in Head Start demonstrate working memory skills that are not significantly different from those of closely-matched children who experienced no center-based care, but their skills in this area are slightly weaker than those of similar children who attended school-based public pre-k or other center-based care. The second question is how math content level during kindergarten affects children with different early care experiences, with focus on Head Start participants. The use of piece-wise linear growth curves to analyze children’s development in working memory, cognitive flexibility, reading and math reveals that advanced math content in kindergarten does have a positive relationship with math and reading achievement for Head Start participants, but these students do not gain as much on average from this instructional approach as more advantaged groups do. More basic math content, such as counting has a negative association with growth in math for more advantaged groups of children. Finally, any increases in kindergarten growth rates resulting from math content do not appear to persist through first and second grades. The third question asks whether there are significant differences in the trajectories of Head Start participants according to parent nativity. In analysis using piece-wise linear growth curve models to analyze Head Start (HS) participants’ development in working memory, cognitive flexibility, reading and math, results indicate that HS participants with immigrant parents exhibit an additional surge in EF development in the period between the spring of kindergarten and the spring of second grade, later than the average kindergarten increase for all HS participants. Additionally, HS participants with immigrant parents exhibit slightly higher average growth rates in reading during kindergarten when compared to HS participants with non-immigrant parents.
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Beauregard, Caroline. "Évolution de l’expression identitaire à travers les dessins d’élèves immigrants en classe d’accueil." Thèse, 2016. http://hdl.handle.net/1866/19016.
Full textAbstract:
Peu d’études ont abordé le phénomène de construction identitaire chez les élèves immigrants du primaire. Or, l’immigration entraîne plusieurs bouleversements qui agissent sur la manière dont les enfants construisent leur identité et choisissent de l’exprimer à l’école. Il n’est cependant pas évident d’étudier un phénomène aussi complexe que l’identité auprès d’enfants dont le vocabulaire n’est pas encore suffisamment développé pour transmettre leur perception de qui ils sont, d’autant plus lorsque la langue de scolarisation n’est pas encore maîtrisée. Dans ce contexte, le recours au dessin apparaît comme une alternative intéressante. Les dessins dévoilent le monde intérieur des enfants qui projettent leurs émotions et leur façon de voir le monde dans les symboles composant les images qu’ils créent. Cette thèse a donc voulu explorer en quoi un programme d’intervention centré autour du dessin intitulé Art & Contes, favorise l’expression identitaire d'élèves immigrants et soutient l’élaboration d’une identité flexible et plurielle chez ces enfants. Dans un premier temps, des dessins libres commentés (n = 478) et des autoportraits dirigés (n = 116) réalisés par 29 élèves en classes d’accueil du primaire (2e et 3e cycle) ont été analysés. Dans un deuxième temps, des entrevues ont été effectuées auprès de quatre de ces enfants et de leur(s) parent(s) notamment afin de recueillir leur histoire familiale et d’approfondir avec l’enfant les histoires associées à ses dessins. Les deux enseignants ont également été rencontrés pour discuter de leur vision de l’enseignement et de leur perception des interactions dans leur classe. Ces entrevues ont servi à construire quatre études de cas qui illustrent la thèse selon laquelle la modulation de l’expression identitaire des enfants leur permettrait de maîtriser et de s’adapter à leurs différents environnements et serait notamment influencée par le milieu scolaire. Les études de cas ont aussi révélé la multiplicité des configurations identitaires que les élèves ont mis en œuvre dans leurs dessins dans le but de se reconstruire une identité flexible et plurielle. Considérant qu’une identité s’adaptant à plusieurs situations favorise l’adaptation psychosociale et scolaire des élèves immigrants, il semble que le dessin ait contribué à exprimer et à partager ces multiples identités.Few studies have examined the phenomenon of identity construction among immigrant students in primary schools. Yet, immigration brings several changes affecting how children construct their identity and choose to express it at school. However, it is not easy to study a phenomenon as complex as identity with children who have not sufficiently developed their vocabulary to convey their perception of who they are, particularly when they do not master the language of schooling yet. In this context, the use of drawing appears as an interesting alternative. Indeed, drawings unveil the inner world of children who project their emotions and their way of seeing the world in the symbols comprising the images they create. This thesis has therefore attempted to explore how Art & Storytelling, an intervention program centered on drawing, promotes immigrant students’ identity expression and supports the development of a flexible and plural identity for these children. In a first phase, free drawings commented (n – 478) and realized by 29 primary school students (2nd and 3rd cycle) were analyzed as well as directed self-portraits (n = 116). In a second phase, interviews were conducted with four of these children and their parent(s), in order to collect the family history, among others, and to develop with the child the stories associated with his drawings. Both teachers were also interviewed to talk about their vision of teaching and their perception of how students interact in their class. These interviews were used to construct four case studies that illustrate the thesis according to which the modulation in the expression of children's identities would enable them to master and adapt to their different environments and would be influenced by the school environment in particular. The case studies also revealed the multiplicity of identity configurations that students used in their drawings in order to reconstruct a flexible and plural identity. Considering that an identity that adapts to several situations foster immigrant students’ psychosocial and school adjustment, it seems that drawing contributed to express and share these multiple identities.
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Lee, Hyun Sook. "Comparison of Canadian and Korean preadolescent’s attribution patterns affecting inductive rule learning." Thesis, 1996. http://hdl.handle.net/2429/5999.
Full textAbstract:
The primary purpose of this study was to test the attribution theory of motivation cross-culturally
by comparing performance and attribution patterns on inductive rule learning in two
different cultures (Canadian & Korean) within the framework of collectivism vs. individualism.
Two hypotheses were formed: 1) Korean and Canadian students would show differences in
attribution patterns following success or failure outcome due to different cultural emphasis.
2) Given the effort attribution of failure, Korean students would perform more accurately on the
reasoning task than Canadian students, and given higher ability attribution of success, Canadian
students may perform better or at least equally as well as Korean students.
A Total of 120 grade seven students (60 Canadian and 60 Korean) from a middle-class
community from Korea and Canada participated in the computerized experimental tasks. The
research design involved two culture groups (Canadian and Korean) and three outcome feedback
(control, failure, and success), as independent variables, and the number of instances, response
rate and accuracy on the inductive reasoning tasks as dependent variables.
Findings of this study indicate that Canadian culture may not be defined as more
individualistic than Korean culture. The study results did not provide a clear cut distinction of
collectivistic vs. individualistic cultures between Korean and Canadian cultures.
In terms of attribution patterns, both culture groups showed similar patterns, but different
from Weiner's theory of motivation, not only effort but also ability attribution influenced
positively the accuracy of performance on the subsequent task upon receiving failure feedback.
Given failure feedback, Korean grade seven students performed better, while Canadian
counterparts' performance level on the subsequent task deteriorated with failure feedback.
Further research on cross-cultural study of attribution theory has been suggested along with
educational implications.