Journal articles on the topic 'Children of immigrants Education Australia'

The current generation of young children has been described as ‘digital natives’, having been born into a ubiquitous digital media environment. They are envisaged as educationally independent of the guided interaction provided by ‘digital immigrants’: parents and teachers. This article uses data from the Longitudinal Study of Australian Children (LSAC) to study the development of vocabulary and traditional literacy in children aged from 0 to 8 years; their access to digital devices; parental mediation practices; children's use of digital devices as recorded in time-diaries; and, finally, the association between patterns of media use and family contexts on children's learning. The analysis shows the importance of the parental context in framing media use for acquiring vocabulary, and suggests that computer (but not games) use is associated with more developed language skills. Independently of these factors, raw exposure to television is not harmful to learning.

This article identifies the complex emotional dimensions of migrant mothers’ involvement in their children’s education, building on feminist scholarship which affirms the importance of their emotional labour. We present findings from a study of Muslim Iraqi mothers with school-aged children in Australia, based on 47 interviews with 25 immigrant mothers. Drawing on a Bourdieusian conceptual framework, we argue that the reserves of cultural and emotional capital required for effective participation in children’s education can be both consolidated and diminished through the process of migration. Perceived ineffective involvement comes at heavy emotional price, threatening some women’s perceptions of themselves as ‘good mothers’.

This study reports the results of focus groups with school nurses and teachers from elementary, middle, and high schools to explore their perceptions of child and adolescent oral health. Participants included 14 school nurses and 15 teachers (83% female; 31% Hispanic; 21% White; 21% Asian; 14% African American; and 13% Others). Respondents were recruited from Los Angeles County schools and scheduled by school level for six one-hour focus groups using Zoom. Audio recordings were transcribed, reviewed, and saved with anonymization of speaker identities. NVivo software (QSR International, Melbourne, Australia) was used to facilitate content analysis and identify key themes. The nurses’ rate of “Oral Health Education” comments statistically exceeded that of teachers, while teachers had higher rates for “Parental Involvement” and “Mutual Perception” comments. “Need for Care” was perceived to be more prevalent in immigrants to the United States based on student behaviors and complaints. “Access to Care” was seen as primarily the nurses’ responsibilities. Strong relationships between community clinics and schools were viewed by some as integral to students achieving good oral health. The results suggest dimensions and questions important to item development for oral health surveys of children and parents to address screening, management, program assessment, and policy planning.

This paper draws on three years of fieldwork within informal supported play-groups in inner Sydney. In Australia, some 40% of children reach school age without attending formal preschools. Aboriginal and immigrant groups are greatly overrepresented in this statistic. For these children, informal playgroups, funded from a range of government and non-government sources are important sites for learning. For children who speak a language other than English in the home, the playgroups also offer an opportunity to strengthen and support the use of the home language and connection to heritage cultures. Using data from observations, audio and video recordings, interviews with mothers and carers as well as interviews with play-group workers, literacy specialists and community workers, this paper will examine the challenges facing these families as their children prepare for schools in which their home language will be ‘submerged.’ The case study includes an evaluation of a bilingual program within informal playgroups aimed at strengthening home language use among children from the Maori and Tongan communities. The program was designed and implemented in collaboration with these communities as a part of research discussed in this paper. The evaluation will examine the benefits and limitations of such programs as well as foregrounding those strategies that engage and support families in their efforts to maintain their home language. The effects of these programs in terms of strengthening parental home language support cannot be underestimated and the results of this study highlight the importance of supporting home language in early childhood education settings through structured programs that are responsive to local needs.

This paper presents some of the findings of a study which examined the views of 101 South Australian immigrant families concerning their educational expectations for their children who are in the age range of birth to 8 years. These families came from Vietnam, Cambodia, Indonesia, the People's Republic of China, and the Philippines. Likewise, the views of 100 early childhood teachers working in early childhood centres were examined in relation to their educational expectations for the children of immigrant families. A comparison of the findings is presented in this paper, noting the commonalities and differences between parents and teachers to seven questions about their expectations of preschool education.

This article uses census data to examine the process of becoming a citizen in Australia, and examines differences in the process among major immigrant groups. Some immigrant groups, Mediterranean and Third World immigrants, have a much more rapid transition to citizenship than others. Northwestern Europeans begin more slowly, but catch up several decades later. Anglophone immigrants are altogether less likely to become citizens. The analysis further reveals that people who migrate as children and thus are educated in Australia decide to become citizens more quickly than adulthood immigrants. Indeed, some of them become citizens as children (if their parents did so then). Other measures of affiliation to Australia have ambiguous effects. Social class is unrelated to the decision to become a citizen.

Digital natives’ generation is inseparable from gadgets, less socializing, lack of creativity and being an individualist. The digital native’s generation wants things that are instant and lack respect for the process. The preoccupation of children with gadgets makes children socially alienated or known as anti-social. Preschool play an important role in the development of the digital native’s generation and in the future can help children use gadgets with parents. As it is known, the digital native’s generation is a kindergarten child. This study aims to determine the role of preschools in helping the use of gadgets in the digital native generation. This study used a descriptive quantitative approach with simple random sampling technique was obtained 25 kindergarten principals in Pekanbaru City. Data was collected in the form of a questionnaire via google form. Data analysis uses percentages and is presented in the tabular form. The results of the study indicate that the role of preschools in the use of gadgets in digital native generation children in Pekanbaru City is included in the low category. Only a few preschools have organized parenting education for parents. There are almost no rules governing children's use of gadgets at home, and few preschools educate children on how to use gadgets properly. It is expected for teachers and preschools to add special programs in the curriculum to provide information about positive gadget use and parenting programs that discuss digital native generation and collaborate with parents to establish rules such as frequency, duration and content of children using gadgets. Keywords: Digital Native, Preschool, Gadgets References: Alia, T., & Irwansyah, I. (2018). Pendampingan orang tua pada anak usia dini dalam penggunaan teknologi digital [parent mentoring of young children in the use of digital technology]. Polyglot: Jurnal Ilmiah, 14(1), 65–78. Allen, K. 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Meningkatkan pengetahuan orang tua dalam mendidik anak di era digital di Kecamatan Koto Gasib Kabupaten Siak Provinsi Riau [Increasing parental knowledge in educating children in the digital era in Koto Gasib Sub-district, Siak Regency, Riau Province]. Riau Journal of Empowerment, 3(3), 183–190. https://doi.org/10.31258/raje.3.3.183-190 Novianti, R., & Garzia, M. (2020). Penggunaan Gadget pada Anak; Tantangan Baru Orang Tua Milenial[Use of Gadgets in Children; Millennial Parents' New Challenge]. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(2), 1000–1010. Pediatrics, A. A. O. (2016). American Academy of Paediatrics announces new recommendations for children’s media use. Advocacy & Policy. Radesky, J. S., & Christakis, D. A. (2016). Increased Screen Time: Implications for Early Childhood Development and Behaviour. Paediatric Clinics of North America, 63(5), 827–839. https://doi.org/10.1016/j.pcl.2016.06.006 Ransdell, S., Kent, B., Gaillard-Kenney, S., & Long, J. (2011). 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This article applies both single cross-section and dual cross-section approaches to modeling the propensity to be self-employed among the foreign born in the Australian labor market. The results from a single cross-section regression indicate that educational attainment, Australian labor market experience, the availability of capital, marital status and job related characteristics are important influences on self-employment outcomes. The propensity to be self-employed among immigrants is shown to be enhanced by the existence of enclave markets. Ethnic enclaves created via a common language provide more relevant prospects for self-employment than does the concentration of immigrants by birthplace. However, enclave markets do not have a significant impact on the self-employment outcomes of the Australian-born children of immigrants. The dual cross-section approach shows that the cross-section self-employment growth among immigrants is predominantly an adjustment effect rather than a cohort effect.

This article examines the fertility patterns of immigrant groups in Australia during the period, 1977–1991. In this period, the previous policies of assimilation or integration of immigrants into mainstream culture were set aside in favor of a policy of multiculturalism, one of the dimensions of which was support for maintenance of culture. The general finding of research relating to the period prior to multiculturalism was that immigrants adapted to Australian fertility patterns. This study examines whether immigrants and their children in the era of multiculturalism have been more likely to maintain the fertility patterns of their country of origin than was the case in the past. The study concludes that while adaptation to Australian patterns remains the dominant feature of the fertility patterns of immigrants, Italian and Greek Australians show evidence of cultural maintenance.

This article examines the role of a number of factors, including migration category, birthplace, period of arrival, age, gender, educational background and employment status, in explaining immigrants’ dependence on government pensions and benefits. Significant differences in welfare dependency were observed by birthplace and migration category even after controlling for age, education and employment status. Immigrants from Vietnam, Lebanon and Turkey were more likely than others to be dependent on welfare. Refugees were also more likely than other immigrants to be dependent on welfare; however the effect of refugee status on welfare dependency diminished with duration of residence in Australia.

This paper looks at degree completion and wages of immigrants to understand the extent to which a student’s chosen educational pathway limits his or her social mobility. Statistical modeling established the predictive strengths of key variables on educational pathway and statistical analysis is used to understand the relationship between educational pathway, degree completion, and wages. Findings show that educational pathway mediates many of the background determinants that previous research identified as key mechanisms for immigrant social mobility. Furthermore, findings also identify a significant “pathway wage penalty” despite degree completion. New immigration plus births to immigrants added more than 22 million people to the U.S. population in the last decade, equal to 80 percent of total population growth. Immigrants and their children now account for more than one in five public school students. The impact of immigrants and their children on the US population, and the education system, underscores the importance of research examining the immigrant experience.

Background/Context Many children of immigrants are not enrolled in high schools that sufficiently meet their needs, and subsequently, many are not making a successful transition to, and/or successfully completing, higher education. As immigration grows in the United States, educators and policy makers must understand how the educational processes for children of immigrants differ from nonimmigrants. Because expectations for higher education are a necessary, though insufficient, step toward college attendance and degree attainment, and because students have these attitudes influenced by the schools they attend, I examine high school composition for its effects on educational expectations and how compositional effects differ between children of immigrants and nonimmigrants. Purpose/Objective/Research Question/Focus of Study This study intends to be another step on the path toward understanding the educational processes of children of immigrants specifically, and of all students more broadly, as the immigrant population grows in U.S. schools. Toward those ends, this study is based on two overarching research questions: (1) How do the immigrant compositions of U.S. secondary schools affect the educational expectations of all students? (2) How do the compositions of U.S. secondary schools affect the educational expectations of children of immigrants differently than nonimmigrant students? Research Design The research questions are addressed via secondary data analysis using data from the Educational Longitudinal Study (ELS:2002/2004), which were collected by the National Center for Education Statistics. I explore school composition effects on a binary dependent variable indicating whether a 12th-grade student expects to complete a graduate or professional degree. This study emphasizes a critical-quantitative approach by demonstrating that common theories and assumptions about educational expectations may be inaccurate for children of immigrants in today's schools. Conclusions/Recommendations Results show that children of immigrants are affected differently by school composition than are nonimmigrants, and in ways that contradict commonly accepted theoretical views. Specifically, this analysis demonstrates that comparative and normative theories of school effects are not accurate for children of immigrants, at least not to the same degree as they are for nonimmigrants. This is a reminder to researchers and practitioners alike that subgroups of students, in this case the children of immigrants, may not be affected by schools in similar ways.

Children of immigrant backgrounds—children who are immigrants themselves or were born to immigrant parents—are the largest segment of growth in the U.S. school population. In this exploratory interdisciplinary analysis, Filindra, Blanding, and Garcia Coll ask whether the context of policy and political receptivity, even when they are not directed at school reform or at immigrants, nonetheless affects the high school completion of children of immigrant backgrounds. The novelty of this work is its theoretical integration of insights from multiple disciplines and its emphasis on the larger context in analyzing the educational outcomes for children of immigrants. The authors' findings suggest that policy matters and that it matters in different ways. Specifically, they find a strong positive association between the immigrant inclusion in state welfare programs and high school graduation rates for the children of immigrants. At the same time, the study suggests that multiculturalism policies, targeting racial and ethnic minorities rather than immigrants specifically, may have the opposite effect. Finally, the authors suggest that politics also matters, as seen in the gap in graduation rates between the children of immigrants and the children of U.S.-born parents, which is narrower in Democrat-dominated states than it is in Republicancontrolled states.

This research was conducted in response to one of the most pressing and challenging questions on the agenda of many government offices around the world - “What can be done to better integrate and assimilate immigrants into host communities?” The qualitative study employed ethnographic methods of gathering data, where 170 Russian-speaking immigrants were observed by the insider in their natural settings, for eight months, and at different locations in Brisbane region of Australia; informal, unstructured interviews were conducted with 27 individuals. During observations, it was noticed that many immigrants had experienced one or another sort of difficulties that prevent them from smooth integration into the host society. The further analysis of data derived from immigrants narratives revealed emerging themes, which allowed identifying five factors that, perceived by immigrants as obstacles to integration: (1) employment, (2) education, (3) healthcare, (4) government assistance, and (5) discrimination. Following the logic of inductive reasoning and assumptions of grounded theory, that is seen as a research method in which the theory is developed from the data, the researcher uses research findings to build behavioral Model of Assimilation/ Integration of immigrants. Developed model not only accurately explains why immigrants resist integration but also offers the pathway to further quantification for the measurement of assimilation.

To date, demographers, economists, and sociologists who focus almost exclusively on adults have dominated the agenda of immigration scholarship. Immigrant youth, however, are now the fastest growing sector of the child population (Landale & Oropesa, 1995). Today, one in five children in the United States is the child of immigrants, and it is projected that by 2040 one in three children will fit this description (Rong & Prissle, 1998). Given the numbers involved, how these children adapt and the educational pathways they take will clearly have profound implications for our society. Thus, there is an urgent need to expand our knowledge in this field.

Exploring constructions of mental health in the perinatal period among Indian immigrants can be challenging. This article describes the use of visual methods, photo elicitation, free listing and pile sorting, as an adjunct to face-to-face interviews to understand the constructions of perinatal mental health among Indian immigrants in Australia. The benefits and challenges of using these methods and modifications made during the research are explained. The modifications resulted in a broader understanding of terminology used by the Indian community. Incorporating visual methods as an adjunct to interviews when discussing perinatal mental health with Indian immigrants is effective and using multiple methods enhances the richness of data.

Background China is the second largest source country of immigrants to Australia every year. The elderly parents of these working-age immigrants in Australia usually visit their children on a tourist visa, which allows short term family gatherings. These visits do not require much effort. However, when it comes to long-term transnational migration, the decision becomes hard to make and often involves complex factors, such as personal preferences and lifestyle choices. Aims This paper aims to examine the later-life transnational migration intentions of elderly Chinese parents and how the parents’ intentions are affected by personal preferences, personality and lifestyle differences between the generations. Data and methods This paper uses data from a two-stage study including an online survey and semi-structured interviews conducted in Sydney from October 2018 to May 2019 with both caregivers (adult children who are first-generation immigrants living in Australia) and their elderly parents. Results The study found that external contributors such as language barriers and transport dependence in Australia, and existing social ties as well as another adult child living in China, have a negative influence on moving to Australia. Conclusions Elderly parents with an optimistic and outgoing personality are more likely to consider moving to Australia compared to those who are more conservative. Foremost, conflicts due to different lifestyles between the generations reduces the possibility of parents’ later-life migration to Australia.

This paper analyzes the educational attainment of second-generation economic and refugee immigrants. Data from the Children of Immigrants Longitudinal Study (CILS) survey are used to estimate two measures of educational outcomes: securing a college degree, and years of schooling completed. Results show that, on average, children of refugees have educational attainment outcomes that are on par with those of the children of economic immigrants. They have similar odds of college degree achievement and are also as likely to acquire similar years of schooling as the children of economic immigrants. Accounting for important controls such as parents’ socio-economic status index do not affect the results.

The present study explores the extent to which parents and their adolescent children agree with respect to their attributional beliefs. First-born Australian children of Anglo and Italian background, and their parents, ranked talent, effort and teaching according to their relative importance in the development of six areas of skill art, music, mathematics, sport, writing a story, and science. The patterns of attributions varied across the six areas of skill. It varied even more strongly according to whether the attributions were given by parents or children. Children were more likely than their parents to stress the role of effort; parents were more likely than their children to stress the role of talent. Stress on effort was particularly marked among boys of immigrant background. The results were interpreted as providing support for hypotheses concerning the self-enhancing value of particular attributions and the information base used in making judgments.

Analysis of data from the 1981 Australian Census indicates that there are considerable differences between the occupational distributions of the native and foreign born. Immigrants from non-English speaking countries are at a far greater disadvantage than their counterparts from English-speaking countries. Estimates of probability models of occupational attainment suggest that the inferior labor market position of immigrants from non-English speaking countries results from the relatively poor minor occupational gains they derive from additional years of education.

How immigrants’ children will integrate to US society is of ongoing debate. This study examines which assimilation pathway immigrants’ children are following. This study examines how four factors—individual, neighborhood, coethnic community, and national origin group—affect the children of immigrants’ educational attainment. I analyze a unique data set that matches individual survey data from the Children of Immigrants’ Longitudinal Survey (CILS) dataset with coethnic community, neighborhood, and group level data. The results indicate that coethnic community, group, and individual factors simultaneously influence the children of immigrants’ education, showing evidence for the selective assimilation pathway.

ABSTRACTAgainst the background of population ageing and increasing cultural diversity in many Western countries, the study examined differences and similarities between Australian-born people and Chinese immigrants in their relationships with adult children. The specific research questions were: (a) are there differences between these groups in the nature of parent–child relationships; and (b) if there were differences, did these differences reflect the Confucian concept of filial piety among older Chinese immigrants. The solidarity–conflict model and the concept of ambivalence were used to quantify parent–child relationships. Data from 122 community-dwelling people aged 65 and over (60 Australian-born and 62 Chinese-born people) were collected using standardised interviews. There were significant differences between the two groups for all relationship dimensions except associative solidarity. Compared to Australian participants, Chinese participants were more likely to live with their children. However, when they did not live with their children, they lived further away. They were also more likely to receive, but less likely to provide, instrumental help. Finally, they reported higher levels of normative solidarity, conflict and ambivalence, and lower levels of affectual and consensual solidarity. The differences in solidarity dimensions persisted when socio-demographic variables were controlled for. The study revealed complex differences in the nature of older parent–child relationships between Australian-born people and Chinese immigrants. Some of these differences, such as more prevalent multigenerational living among older Chinese immigrants, likely reflect the strong influence of filial piety among this group. However, differences in other dimensions, such as lower levels of consensual solidarity, might be associated with the Chinese participants’ experience as immigrants. This study also highlights the usefulness of the solidarity–conflict model as a theoretical framework to understand the nature of parent–child relationships among older Chinese immigrants.

The publication proposes to discuss the problem of teaching children of immigrants who have arrived in our country and need to adapt to the new social, linguistic and cultural environment. The principles underlying the organization of education for children of immigrants in the Russian Federation, and the conditions for their education in educational institutions of our country, which were formulated at a meeting of the Council under the President of the Russian Federation for Interethnic Relations on March 30, 2021, are given. The content of the state order of the Ministry of Education of the Russian Federation to the Federal State the budgetary scientific institution “Institute of Education Development Strategy of the Russian Academy of Education” to study the difficulties faced by children of immigrants in the process of adaptation. The result of the study should be the creation of a set of guidelines for teachers organizing the work of classes in which children of immigrants study.

One of the main goals of employment equity programmes is to increase the occupational mobility of women so that they may enter non traditional jobs. Although on-the-job training has always been considered a major tool for increasing occupational mobility, it has received very little consideration in employment equity programmes. This article identifies the major aspects of women's participation in on-the-job training programmes and proposes ways to bridge the gap between these programmes and employment equity. The first section of the article examines the current situation of women in the labour market. According to the most recent statistics, occupational segregation as well as the wage gap between males and females are still quite significant. Studies of employment equity programmes show that progress has, in general, been slow. Among the reasons given for these results are a lack of integration of employment equity programmes and employers' human resource management strategies, particularly as regards on-the-job training. In the second section we examine data depicting different aspects of women workers' participation in on-the-job training. The data originate from a wide variety of sources and show that women are disadvantaged relative to men along several dimensions, including: participation rates; duration and intensity of training; and financing. Explanations for these discrepancies are discussed in the following two sections which deal respectively with access to and outcomes of on-the-job training for women workers. An initial factor that may explain the lower participation rate of women is the fact that employers tend to offer on-the-job training to workers in qualified jobs. In this context, women's jobs are usually considered as less qualified and studies show that there is an under-investment in human capital in jobs such as clerical work where women are concentrated. Another factor that comes into play is the relation between on-the-job training and an employee's real or anticipated stability in the enterprise. Although women's periods of absence from the labour market for family reasons are much shorter now than before, they are still perceived as less attached to their jobs. It has been shown, for instance, that women with young children are less likely to be offered training by their employers. Another characteristic of women's jobs that negatively affects their participation in training is the fact that they are over-represented in areas of marginal employment such as part-time work. Employers tend to offer less training to these employees because they are considered less motivated and less productive. Finally, the positive relation that has been shown to exist between size of firm and the incidence of training may equally have an adverse impact since women are over-represented in small and mediumsized firms. Even if employers modify their practices in order to give women access to training for non-traditional jobs, some barriers can still limit positive outcomes. These barriers may exist during or after training. For instance, for reasons arising from education or the traditional nature of their job experience, women are less familiar with basic technical skills. Studies have shown that the chances of women remaining in and successfully completing these programmes are improved if, prior to training, they receive some technical or scientific instruction in areas such as refresher mathematics or technical vocabulary. Positive attitudes and awareness on the part of trainers are also important factors in avoiding discouragement and withdrawal from the programme by women workers. Finally, once training is over, occupational mobility may not necessarily follow for various reasons such as bias of supervisors against women entrants in non traditional jobs or a lack of seniority. The analysis presented in this article proposes a comprehensive framework for studying women's participation in on-the-job training programmes. One of the main features of the analysis is to demonstrate the interactions between a large number of variables. The next step is to improve our knowledge of this situation through use of a more comprehensive statistical data base, and through case studies. Given the fact that hiring has considerably slowed down for cyclical as well as structural reasons, promotions into non-traditional jobs will probably become the main avenue for employment equity, hence the importance of on-the-job training for women workers.

David Spener argues that U.S. educational policies reflect an implicit economic need to socialize immigrants and minority group members to fill necessary, but undesirable, low-status jobs. Transitional bilingual education programs, which provide only a limited period of native-language instruction and do not ensure English mastery, prevent immigrant children from attaining academic fluency in either their native language or in English. The subsequent discrepancy between the learning capacities of immigrant children and their monolingual peers reinforces stereotypes of immigrants and some linguistic minorities, and serves to socially legitimize their economically required limited access to better jobs.

New immigrants in the United States are enlivening the schools at the same time as they are overwhelming them. The waves of immigration have led to an increasingly diverse school population and have created a new set of problems. Today, with children from such diverse backgrounds, schools are inadequately prepared to serve the needs of the students who are arriving in increasing numbers. The challenges associated with the new immigrants are numerous. Problems now exist that are related to desegregation, multicultural education, higher-quality education, and bilingual education. As the population of our schools becomes more and more diverse, the most appropriate ways to educate this fascinating heterogeneous population must be sought.

Background/Context The educational fate of the children of low-wage immigrants is a salient issue in all the economically developed societies that have received major immigration flows since the 1950s. The article considers the way in which educational systems in the two countries structure the educational experiences and shape the opportunities of the children of immigrants. Purpose/Objective/Research Question/Focus of Study This article examines the educational experiences of the children of Mexican immigrants in the United States and of North African immigrants in France. Both groups are low-wage labor migrants with low educational attainment relative to the native born. Research Design The article uses data from the U.S. Census and the 2003 Formation Qualification Professionelle Survey in France, as well as analysis of other research on the two countries, to compare educational processes and attainment for the two groups. Conclusions/Recommendations The comparison of the two systems shows that although the French and U.S. educational systems differ in many ways, the outcomes are in fact quite similar. In both systems, the children of low-wage labor migrants are tracked into the low streams of the educational hierarchy and have lower attainment than their native-born peers. At the same time, in both countries, a small percentage of children of immigrants do manage to succeed. The authors conclude that despite apparent differences between the two systems, residential segregation and educational tracking produce these similar outcomes, which also reflect the determination of native-born middle-class parents to preserve their privileged status and to thwart efforts to make the educational system more open.

An enduring puzzle in social science literature is that immigrants’ children belonging to Asian subgroups consistently outperform their Latino counterparts even after parents’ socioeconomic background is considered. These disparities may be explained by differences in the coethnic community. Using the Children of Immigrants Longitudinal Data in California, this study quantitatively examines whether living with more coethnics affects the educational attainment of Mexican, Vietnamese, and Filipino children of immigrants. The results indicate that Vietnamese children benefit from living with a higher number of coethnics but Mexicans and Filipinos do not. The enduring Vietnamese effect may be attributed to underlying social characteristics of the Vietnamese community, such as their refugee status or norms about success. Overall, the effect of coethnic neighbors on education depends on immigrants’ aggregate characteristics.

In this mixed-methods study, we explored how gender and cultural factors, including social status were linked with children’s immigrant backgrounds and their body image dissatisfaction and weight management strategies in Australia. Cross-sectional data analysis of 10-11-year-old children from the Birth cohort of the “Longitudinal Study of Australian Children” showed that approximately half of the children were dissatisfied with their body images. A higher proportion of these were children of immigrants from low-and-middle-income-countries. Additionally, about three-quarters children were actively managing their weights. Children of immigrants from low-and-middle-income-countries constituted a higher proportion of these also. Among boys, desiring a heavier body was highest for those with immigrant mothers from low-and-middle-income-countries, while the desire to be thinner was highest among girls of immigrants from low-and-middle-income-countries. Although the percentage of children who adopted strategies to gain weight was very small, boys of immigrants from low-and-middle-income-countries, in particular, were almost three times as likely as non-immigrant boys, to try to gain weight (18% vs 5.9%, respectively). Qualitative face-to-face interviews with immigrant mothers and their 8-11-year-old children revealed intergenerational variations in body image standards. Maternal body image standards were drawn from their origin countries, but children followed Australian norms. Despite increased obesity awareness amongst mothers, they desired higher body weight for their children, due to an association with high status and health in origin countries. However, children were aware of the stigma, unpopularity, and low status associated with high body weights in Australia. To reduce cultural and status-based obesity inequalities, Australian obesity prevention plans must include culturally responsive health promotion strategies for immigrant parents and their children to improve their knowledge about healthy weights and weight management strategies.

The limited research into Vietnamese immigrants suggests that this group may have different perceptions relating to parenting roles, child development, child health, illness, and disability, and differing patterns of health service utilisation. The author conducted a pilot study exploring how Vietnamese immigrants differ from Anglo-Australian in relation to these issues. The pilot, utilising a mixed quantitative and qualitative method, was conducted in Brisbane, Australia, with subjects being existing clients of a health centre. Two focus group discussions were conducted and a structured questionnaire developed from the discussions. Vietnamese immigrants in contrast to Australian-born Caucasians regard the general practitioner as the main health care provider and were less satisfied with English-speaking health services. This study highlights potentially important health-related issues for children of Vietnamese immigrants living in Brisbane, the importance of further research in this area, and the methodological challenges faced when conducting research into Vietnamese immigrants.

Abstract. In this study, using SHARE data we examined whether the education of adult children is associated with depressive symptoms (EURO-D caseness) for older immigrants and nonimmigrants in Europe. After controlling for possible confounders, we found that the education of adult children has independent effects on the mental health of their parents, and that having children with upper secondary or tertiary levels of education significantly lessen the odds of immigrants experiencing depressive symptoms. Furthermore, regular contact between parents and their adult children exerts a positive influence as well as amplifying the relationship between children’s education and mental health. Taken together, the results demonstrate that, were it not for family social capital, older immigrants might experience much worse mental health outcomes.

One of the features of contemporary society is the increasing global mobility of professionals. While the education industry is a key site of the demand for contemporary global professional migration, little attention has been given to the global circulation of education professionals. Over past decades, immigrant teachers have been an important component of skilled and professional immigration into Australia, there is no comprehensive contemporary national study of the experiences of immigrant teachers in Australia. This article aims to fill this gap and to answer questions about their decision to move to Australia, their experience with Australian Education Departments in getting appointed to a school, their experiences as teachers in the classroom and in their new Australian community. It draws on primary data sources - in the form of a survey of 269 immigrant teachers in schools in NSW, SA and WA conducted in 2008-9 - and secondary sources - in the form of the 2006 national census and Longitudinal Survey of Immigrants in Australia – to provide insights into immigrant teachers in Australian schools, adding also to our understanding of Australia’s contemporary immigration experience.

Social bonds to school (i.e., attachment, commitment, involvement, and belief) can influence educational progress and success for students; however, the children of immigrants’ bonding to school remain unclear. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel analysis to examine straight-line assimilation, segmented assimilation, and immigrant optimism theories in relationship to the children of immigrants’ school bonds. Findings suggest that bonds to school are moderated by gender, race, ethnicity, and immigrant generation. The implications of the evident disparities in the children of immigrants’ bonds to U.S. public schools are discussed more broadly.

International marriages have increased the population of new immigrants in Taiwan. Most Taiwanese educators are unaware of the expectations of the new immigrant parents. This ethnographic research explored whether Taiwanese primary school teachers implemented culturally responsive teaching to help the children of new immigrants become academically accomplished from the perspectives of the new immigrant parents. The findings indicated that most Taiwanese primary school teachers were aware of the challenges the children of new immigrants faced but culturally responsive teaching approaches were rarely implemented in any meaningful way, and that Taiwan still lacked effective communication styles, multicultural curriculum design and culturally congruent teaching. While most Taiwanese teachers recognized cultural differences, they failed to pursue measures to achieve educational equity. The new challenges and relevant issues are discussed. Keywords: culturally responsive teaching, ethnographic research, international marriages, primary school teachers

Children's satisfaction with being a member of their own sex was explored within two Australian samples. In a national sample of 2,268 children, grades 1–6, trends were similar to those reported in the United States. Girls were less satisfied with their sex role than boys, and older girls were more dissatisfied than younger girls. The most frequent reason girls offered for dissatisfaction with their sex was restriction of sports opportunities. In a smaller sample of 9-11-year-olds (133 boys, 146 girls), chosen to include adequate representation of children of non-Anglo immigrants, it was found that while Anglo-Australian girls were less satisfied with their sex role than boys, non-Anglo girls were just as satisfied as the boys. The non-Anglo girls were no higher in global satisfaction with themselves or with their lives in general than other children. They were, however, less likely to offer self-definitions that included sports abilities and interests. While non-Anglo parents observed a stronger public/private division of labor in certain childcare activities, this difference was not associated with children's satisfaction with their sex role. However, across the entire sample, children's sex-role satisfaction was associated with parents' division of labor on two tasks on which cultural groups did not differ—disciplining and comforting.

Public policies play a crucial role in shaping how immigrants adapt to life in the United States. Federal, state, and local laws and administrative practices impact immigrants’ access to education, health insurance and medical care, cash assistance, food assistance, and other vital services. Additionally, immigration enforcement activities have substantial effects on immigrants’ health and participation in public programs, as well as effects on immigrants’ families. This review summarizes the growing literature on the consequences of public policies for immigrants’ health. Some policies are inclusive and promote immigrants’ adaptation to the United States, whereas other policies are exclusionary and restrict immigrants’ access to public programs as well as educational and economic opportunities. We explore the strategies that researchers have employed to tease out these effects, the methodological challenges of undertaking such studies, their varying impacts on immigrant health, and steps that can be undertaken to improve the health of immigrants and their families.

When children only see their friends in little squares via Google Meet or Zoom, can teachers really address concepts like the importance of teamwork or how to manage conflict? This is a learning phenomenon during the COVID-19 pandemic and the era after it. This study aims to see the role of parents as children's learning companions in terms of mentors and motivators when online education takes place. This research using photovoice within phenomenological methodology and have been doing with thematic analysis and collecting data through interviews and observations. The participants were eight parents and one female teacher as a homeroom teacher. The research findings show that although there are many obstacles in online learning for children, learning during the COVID-19 pandemic can still run by involving the role of parents and teachers as pillars of education for preschool-age children. 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Historians who have studied school attendance in the nineteenth century have noted the differences in enrollment rates between children of immigrants and children of parents born in the United States. These differences in attendance rates apparently persist even after controlling for the social and economic backgrounds of the children. Despite the fact that this result is familiar in the literature, historians have not agreed upon a single cause for these differences (Kaestle and Vinovskis 1980; Soltow and Stevens 1981; Perlmann 1988). Scholars have debated many possible reasons: perhaps different cultural or religious circumstances led immigrants and native-born Americans to act differently toward their children’s education; perhaps immigrants took their children out of school earlier because they could not afford the luxury of educating their children; or perhaps immigrants made a conscious choice between the education of their children and better housing, or other consumption for themselves and their families.

This chapter examines the factors that contribute to a sense of school belonging for immigrant and immigrant-origin youth. Through a review of the education research on critical care, the authors propose a framework informed by cariño conscientizado—critically conscious and authentic care—as central to reconceptualizing notions of school belonging. Research studies on teacher–student and peer relationships, student agency, and organizing are reviewed to identify how they function to disrupt structural factors that maintain educational inequities. Belonging as a concept is problematized through a re-envisioning of curriculum, pedagogy, and school–community relationships as a means to reduce inequality for immigrant and immigrant-origin youth and children.