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Kilpi, Elina A. "The education of children of immigrants in Finland." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:9ae6dfc5-bda6-4d6f-8780-c97abab350e9.
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This thesis considers the education of children of immigrants in Finland, focusing on attainment and transitions around the age of 16. It is the first detailed representative study on the topic in Finland. Compared to international research it is amongst the ones to most fully explore the different aspects of education around this age. For the most part, it is limited to studying structural explanations for differences between students and ethnic groups. The majority of the analyses in the thesis are done using register data. Statistical modelling of this data is done using multivariate regression analyses. The results are supplemented with evidence from interviews with both majority students and children of immigrants. With regards to school achievement at the end of comprehensive school, many immigrant-origin groups are seen to have lower average grades than the majority. However, this is explained by lower parental resources. After controlling for parental resources, very few disadvantages remain. On the other hand, the gender gap evident amongst the majority is not found amongst many immigrant-origin groups. Looking at continuation to upper secondary education compared to dropping out, most children of immigrants are seen to have a higher probability of dropping out than the majority. This is explained by their lower school achievement and higher parental non-employment. Nevertheless, the difference between children of immigrants and the majority remains evident at the very low end of the achievement scale. Considering the choice of upper secondary school type, children of immigrants can be seen to be more likely than the majority to continue to vocational school. Yet, after controlling for prior school achievement and parental resources, almost all immigrant-origin groups are more likely than the majority to continue to general rather than vocational school. Interviews suggest that when considering their school choices, majority students tend to be driven by their interests and see their decision making as being independent of others. On the other hand, children of immigrants tend to have more specific future plans and to take the wishes of their parents more into consideration.
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Li, Sin-ling. "Factors affecting the success of PRC immigrant students in the Hong Kong Education System : a pilot study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17598618.
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Leung, Yuk-ling. "Family effects on educational achievement of immigrant pupils : a case study in a primary school /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057416.
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Cebreros, Alejandra. "It's Definitely Our Success: Children of Undocumented Immigrants in Higher Education." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20526.
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This study examines the ways in which the education of children of undocumented immigrants is impacted by their parents’ undocumented status as well as their personal documentation status. In this thesis, I shed light on the experiences of fifteen college students and alumni who are variously-documented, including: undocumented students, DACA students, and documented students with undocumented family members. Drawing on these experiences, I argue that students’ education is impacted by legal and social exclusion, family stress and psychosocial impacts, personal legal status, and a lack of services for undocumented students and children of undocumented immigrants in educational institutions. I also argue that mothers and other family members lessen these challenges by providing students with the support and encouragement to complete a higher education. I conclude this study by making specific recommendations for what K- higher education institutions can do to better serve undocumented and documented students within mixed-status families.
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Candy, Judith. "Early education : experiences and perceptions of minority group parents and young children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/783.
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In Australia there has been little research into the experiences and perceptions of education of parents from different minority groups whose young children attend school in this country. This study investigated the experiences that overseas born parents from non-English speaking backgrounds have of their own and their children's education in countries outside Australia, experiences of their children's early education in Australia, as well as those of their young children between 6 and 9 years of age attending school in this country. Despite marked differences in educational policies and practices operating in the participants' countries of origin, almost all parents in this study had experiences of education in childhood which were unlikely to be conducive to the building of warm and friendly future relationships with teachers and schools. Feelings of fear and hostility due to the extremely formal role methods, repressive discipline, and harsh corporal punishment administered by authoritarian and often cruel teachers, particularly in early primary years, were consistently described as pervasive elements in the education of most of the parents participating. In contrast, many aspects• of education in Australia were regarded as superior, however unsatisfactory communication, lack of awareness and interest demonstrated by schools and teachers meant that many of these parents also had negative experiences of education in this country. Dissatisfaction with their children's progress resulting in feelings of powerlessness due to the perceived lack of information, concerns about insufficient academic rigour, motivation and discipline were a source' of anxiety for many participants. Discussions with the young children of participants revealed their preferences for non academic activities outside the classroom, and those involving creativity •and/or• motor skills. Children's dislikes related mainly to relationships with their peer group, with difficulties in making /retaining friendships, bullying and racism as issues of concern. Relationships with teachers seemed to be both positive and negative, however little help with problems concerning the peer group seemed forthcoming, and minimal evidence of positive affirmation of the cultural and linguistic differences of these children was noted. Recommendations and implications include the need for teachers and schools to develop more cultural awareness in order to understand the differing perspectives of linguistically and culturally diverse families, and appreciate the role that parents’ prior experiences of education play in the formation of attitudes towards their children’s education. The importance of improving relationships, building authentic collaborative partnerships between teachers and minority group parents, and providing more information about school goals and programmes with opportunities to discuss these freely, is stressed. The use of overseas born parents’ expertise and home experiences both as resources to facilitate optimum outcomes for their children, and a means of increasing respect, understanding and trust between linguistically and culturally diverse families and the “mainstream” school population, is also strongly recommended.
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Fischer, Imke. "Years of silent control the influence of the Commonwealth in state physical education in Victoria and New South Wales /." Connect to full text, 2001. http://hdl.handle.net/2123/4031.
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Thesis (Ph. D.)--School of Social, Policy and Curriculum Studies, Faculty of Education, University of Sydney, 2001.Title from title screen (viewed 12th February, 2009) Includes bibliographical references. Also available in print form.
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Nedjai, M. S. "The socio-educational experience of Algerian immigrants' children in France and Algeria." Thesis, University of Bath, 1989. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235317.
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Part A looks at a number of countries' experience in the field of immigrants1 children's education. An attempt is made to gain an understanding of these countries' experiences and to present the phenomenon in a world-wide perspective. Sane factors which are considered by researchers, in these countries, as contributory factors to the school failure of imnmigrants' children are isolated, discussed and analysed. This forms a platform of work for our own research. This part also examines sane aspects of the life of Algerian children in France and provides the reader with a clear picture of these pupils' lives, indispensable for the understanding of their socio-educational experience in France as well as in Algeria. Part B deals with the research design and the methodology used in our work. Part C is an analysis of the socio-educational experience of Algerian immigrants' children in France and an attempt to isolate and analyse the factors that make these children fail in the French educational system. Part D investigates the same factors as in Part B. However, it deals with Algerian pupils who have "returned" to Algeria and who are being schooled in the Algerian educational system. Part E draws sane recommendations for the improvement of these children's education and social life. These recommendations are evaluated and re-appraised in the light of experts' and officials' opinions in both Algeria and France.
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O'Brien, Gregory Sean. "Valuing education how culture influences the participation of Mexican immigrant mothers in the formal education of their children in the United State /." Diss., [Riverside, Calif.] : University of California, Riverside, 2010. http://proquest.umi.com/pqdweb?index=0&did=2019838501&SrchMode=2&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1274722599&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2010.Includes abstract. Title from first page of PDF file (viewed May 19, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references. Also issued in print.
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Welply, Oakleigh Elizabeth. "Constructing identities in culturally diverse classrooms : a cross-national study of the experience of immigrant-background children in French and English primary schools." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648531.
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Li, Sin-ling, and 李倩玲. "Factors affecting the success of PRC immigrant students in the Hong Kong Education System: a pilot study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959052.
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Behnke, Joseph. "School in the lives of immigrant students and their families a critical review of the literature /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Behnke_JMITthesis2009.pdf.
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Municio, Ingegerd. "Från lag till bruk hemspråksreformens genomförande /." [Stockholm] : Centrum för invandringsforskning, 1987. http://catalog.hathitrust.org/api/volumes/oclc/17649997.html.
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萬錦鳳 and Kam-fung Angie Man. "The newly arrived children adapting to life in Hong Kong: academic and social adaptability problems of the newlyarrived children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972561.
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Ruiz, Yedalis. ""Bien educados" : a qualitative study of Puerto Rican parental involvement in their children's education /." Connect to online version, 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2009/285.pdf.
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Adeodu, Rachel Adenike. "Teachers' understandings of educating in culturally diverse contexts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22942.pdf.
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Lee, Lung-hei Michael, and 李隆熙. "A study on the perception of the educational problems confronted by the new immigrant children from mainland China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959532.
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Ip, Ping Lam. "From purification of "sins" to negotiation of boundaries: exploring assimilation of children of Mainland new arrivals in Hong Kong secondary school context." HKBU Institutional Repository, 2017. https://repository.hkbu.edu.hk/etd_oa/442.
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This study aims to enrich existing local sociological literatures on Mainland new arrivals by exploring the assimilation of their children, including 1.5 generation born in Mainland China and second generation born in Hong Kong. In particular, it focuses on the everyday schooling experiences of children of Mainland new arrivals, such as their learning experiences, their relationship with school or teachers, and their everyday communication with peers. Combining Michele Lamont's concept of boundary and Pierre Bourdieu's concepts of field and capitals with contemporary assimilation theories in the U.S., this study conceptualizes assimilation as a multidimensional process through which migrants and their subsequent generations use different available strategies and capitals to adopt, negotiate, and draw boundaries in various social fields in order to be recognized members of the host community they are living in. Drawing on 11 in-depth interviews with children of Mainland new arrivals studying in secondary school, this study finds that, contrary to the oppressive experiences of first generation Mainland new arrivals especially mothers, second / 1.5 generations have more room or structurally enabled agency to negotiate rather than simply adopt boundaries defining "us" and "other" in the school context. This can be seen, for example, when second and 1.5 generation students alike actively use and modify social meanings represented in cultural products such as electronic games and TV programs to draw boundaries to build and sustain peer relationship in school.
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黃美珊 and Mei-shan Wong. "Crossing the world's busiest border for knowledge: cross-border students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972615.
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Gibbons, Pauline. "Discourse contexts for second language development in the mainstream classroom /." Electronic version, 1999. http://adt.lib.uts.edu.au/public/adt-NTSM20040203.155828/index.html.
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Bertola, Elodie Gisele Martine. "Beliefs about the Education of Children: A Comparison of Hispanic Immigrant and Anglo-American Parents." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/461.
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In light of the fact that the number of Hispanic children enrolled in American schools is dramatically increasing and that these children are at higher risk of academic difficulty than any other group, the present study investigates the educational and child-rearing beliefs held by Hispanic parents. Understanding these beliefs is pivotal in any attempt to improve Latinos' educational attainment since current research recognizes that parental educational beliefs influence home-literacy practices, which in turn influence subsequent academic achievement. The research questions focus on two types of potential differences in terms of educational and child-rearing beliefs: (1)intercultural (Anglo-Americans vs. Hispanics), (2) intracultural (Hispanics with varying educational levels). To address these questions, 199 participants (114 Hispanics and 85 Anglo-Americans) filled out two surveys, The Parental Modernity Scale and The Rank Order of Parental Values, about educational and child-rearing beliefs. The two instruments used yielded a total of five scores for each participant. One-way ANOVAs followed by Tukey post-hoc tests revealed the existence of statistically significant intercultural differences (p < .0001) while no significant intracultural differences were observed. Overall, Hispanic participants had a propensity to endorse the following beliefs while Anglo-Americans tended to disagree with the same beliefs: (1) the home and the school are two separate entities and parents should not question the teacher's teaching methods, (2) children should be treated the same regardless of differences among them, (3) children are naturally bad and must therefore be trained early in life, (4) the most important thing to teach children is absolute obedience to adults, and (5) learning is a passive process where teachers fill children's heads with information. However, both groups shared the following beliefs: (1) what parents teach their children at home is important to their school success, (2) children learn best by doing rather than listening, (3) children have a right to their own point of view and should be allowed to express it. Possible explanations behind the apparent paradox of having Hispanic parents agree with opposite beliefs are presented. Implications for the results of this study and suggestions for future research are discussed.
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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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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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Wright, Sofia A. T. Hiort. "Social Change, Gender and Education: Exceptional Swedish Immigrant Women at North Park College, 1900-1920." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1317.
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Constant, Tamara M. "Linguistic human rights and the education of language minority children : the case of the Japanese Brazilian returnees /." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1885442051&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (M.A.)--Southern Illinois University Carbondale, 2009."Department of Linguistics and Department of Speech Communication." Includes bibliographical references (p. 202-215). Also available online.
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Lopezrevoredo, Analucia. "Learning From Culturally Specific Programs and Their Impact on Latino Parent Engagement." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4997.
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Latinos are the largest and fastest growing ethnic minority group in the United States. Academically, they are significantly trailing their non-Latino peers in graduation and overall educational attainment. Among many socioeconomic factors, parent engagement has been identified as being a defining indicator of student success. Reflective of racial and class disparities, this study explored with the use of critical race and intersectionality theory, that low Latino parent engagement is a result of the historical devaluing and omission of Latino culture, history and language from formal academic settings, and compounding social factors that make engagement complex for Latino immigrants in America today.
In search of programmatic designs that better engage Latino families, this study explored a culturally specific program in San Francisco and its impact on engaging Latino immigrant parents. Using ethnographic methodologies, this study found via direct observation, a parent focus group, nine parent interviews and seven school personnel interviews that culturally specific programs can successful build relationships, create inclusive spaces, counter ideas of deficit thinking, interrupt systems of oppression, and strengthen community engagement. Implications of this study on social work education, practice, and policy will be discussed.
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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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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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Johnson, Ann-Mari. "How do two teachers instill a new culture into immigrant children? : A case study of a Canadian and a Swedish teacher." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-798.
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Abstract
This is a qualitative case study of how two teachers instill a new culture into immigrant children. I have used interview as one of my qualitative research methods and to make it a more informed assessment and to see the problem from more than one angle I have also used field study as a method. The purpose of this essay was to find out how two teachers work with immigrant children. I wanted to see how they work, how they integrate culture in their teaching and specific exercises they use to instill a new culture into the children. I also wanted to see what the literature says about integrating immigrant children into a new culture and if these particular teachers do as they are “supposed to”, or if they have found their own ways of teaching. I used a semi standardized interview to find out subjective specific ideas from the teacher’s point of view and tried to strike a balance from the objective side with a field study to actually get a glimpse of how the teachers work.
The two teachers in my study are working in slightly different ways when they teach culture. They use a lot of the same ideas but their focuses vary a bit. The Canadian teacher’s focus lies on teaching the children a little bit of everything, as in a lot of different cultures, although she includes the Canadian culture in her work too. The Swedish teacher focuses more on the Swedish culture and tries to instill the children in that one first of all. She teaches the children about other cultures too, but mainly the Swedish one.
Process of this qualitative case study has enlightened my understanding of cultural education because of its depth and clarity.
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Li, Liqing Crystal, and 李麗青. "Life satisfaction among new arrivals from mainland China in secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367977.
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This study examined the perceptions of secondary school students who had recently arrived into Hong Kong from China (New Arrivals). Specifically students’ satisfaction in the following five domains was assessed: self, school, family, living environment and friendship. Scores on these five domains were combined to index global life satisfaction. A total of 113 New Arrivals and 178 local students from 4 purposefully selected secondary schools in Hong Kong completed questionnaires. Local students had significantly higher satisfaction than New Arrivals in the following domains: self, school, and living environment. Length of residence in Hong Kong was significantly and negatively related to global life satisfaction. Further, perceived academic achievement was positively and significantly correlated with global life satisfaction. Implications of the findings are discussed.published_or_final_version
Education
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Master of Education
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Simoongwe, Favour, and University of Lethbridge Faculty of Education. "Living in a culture of change : an inquiry into the learning experiences of new Sudanese students in Calgary schools." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2010, 2010. http://hdl.handle.net/10133/2536.
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Low achievement, low attendance, and high dropout levels characterize immigrant
student populations in cosmopolitan Canadian schools. This thesis identifies the lack of
understanding in the community in urban multicultural Alberta as the prime cause of the
struggle encountered by new immigrant students in school. The thesis incorporates the
experiences of six new immigrant students to promote an authentic curriculum of
learning and teaching to meet the needs of these learners. It posits that an authentic
curriculum is unlikely without input from learners. The method used Hans-Georg
Gadamer’s approach to hermeneutics and phenomenology, with the researcher asking the
six African participants to share their stories in the African storytelling fashion in which
no one dominates the discussion. The conversations were analyzed and interpreted to
provide insight into the life-worlds of the participants. Ted Aoki’s multilayered
curriculum of curriculum-as-planned, curriculum-as-lived experience and the “zone of
between” are seen as a beneficial practice inclusive of all students.viii, 139 leaves ; 28 cm
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Leung, Yuk-ling, and 梁玉玲. "Family effects on educational achievement of immigrant pupils: a case study in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960340.
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Marti-Bucknall, Wendy. "The home-school connection : immigrant family literacy practices and use of technology in home/first language learning /." full text via ADT, 2007. http://erl.canberra.edu.au/public/adt-AUC20080826.151654/index.html.
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Povlsen, Lene. "Diabetes in children and adolescents from non-western immigrant families : health education, support and collaboration." Doctoral thesis, Nordic School of Public Health NHV, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-3469.
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Aims: The general aims of this thesis were 1) To explore how non-western immigrant families’ different background and factors related to immigration and acculturation may affect the outcome of education and support in paediatric diabetes management; 2) To provide knowledge on how diabetes education and support for immigrant children and their families should be given to ensure them adequate competence in disease management and the children optimum metabolic control. Methods: The thesis comprises five studies carried out 2001-2006. Study I was based on national register data on metabolic control (N=977), questionnaires to all 20 Danish paediatric diabetes centres and structured interviews with 38 immigrant families. Study II was an intervention study including the development of guidelines and adapted educational material, followed by a re-education programme for 37 families. Study III was a case study of 11 Turkish and Kurdish children/families comprising data from medical records, a participant observation and qualitative interviews with the parents, one interpreter and three diabetes team members. Study IV included qualitative interviews with Arabic parents of 12 children, living as immigrants in Denmark and in Cairo/Egypt respectively. Study V comprised data on metabolic control and qualitative interviews with 11 young adult immigrants with type 1 diabetes since childhood or adolescence.Findings: The young immigrants were very unevenly distributed between the Danish paediatric centres. Most teams had little knowledge of and no special educational offers for immigrant families, just as the use of professional interpreters was limited. The immigrant parents had clearly different pre-conditions for diabetes education as compared with ethnic Danish parents, just as most had a low level of acculturation as evaluated by their need for an interpreter. Major differences were identified between the different ethnic groups and between the individual immigrants. The immigrant children and adolescents had different pre-conditions as compared to their parents; most, however, had non-optimum metabolic control. The design of an adapted educational programme could optimise the outcome of diabetes education, but was not sufficient to provide the families with competence in diabetes management and the children/ adolescents with good metabolic control of long duration. Many parents in particular experienced difficulty combining diabetes management with their principles relating to good parenthood. In addition, they appeared to be insecure and doubtful about the competence of the Danish health care professionals.Conclusions: A different ethno-cultural background is likely to create barriers to health education, learning and collaboration. The non-homogeneity of non-western immigrant families requires educational initiatives tailored to the pre-conditions and needs of the individual family members; adapted initiatives such as peer education are suggested. Special support for immigrant children and adolescents should be considered. A close, supportive and trust-filled relationship between the families and health care professionals is needed to facilitate learning, collaboration and good metabolic contro
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Bradshaw, Keith Allan, of Western Sydney Macarthur University, and Faculty of Education. "Integration of children with behaviour disorders: a comparative case study analysis in two Australian states." THESIS_FE_XXX_Bradshaw_K.xml, 1994. http://heston.uws.edu.au:8081/1959.7/41.
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This study was conducted in response to the policies for the integration of children with behaviour disorders in Victorian and New South Wales Primary Schools. These two states were selected for this study for three reasons. Firstly, the two states have adopted and are implementing integration policies which are, in many areas, contrasting. Secondly, compared to other Australian states, Victoria and New South Wales have the most children enrolled in their respective school systems and, hence the largest number of children whose schooling is influenced by these policy decisions. Thirdly, the integration policies of both states group children with behaviour disorders under the generic term 'children with disabilities.' The findings of the present study suggest a number of areas that future implementors of integration policies need to consider. Firstly, mandatory special education courses need to be implemented by all teacher training institutions. Secondly, to effectively integrate children with behaviour disorders into the regular classroom an individual, collaboratively designed program needs to be utilized. Collaboration between special setting teachers and regular class teachers would appear to be crucial in program design. Thirdly, teachers stress emerged as an issue which policy designers need to address urgently. Fourthly, resources and support, including the availability of in-service courses on children with behaviour disorders, need to be increased and made available to regular classroom teachers. Finally a range of alternate educational programs/opportunities, not just a choice between regular and special settings, needs to be developed for children with behavoiur disorders. The study is important to the field of special education and in particular to children with behaviour disorders in three ways. Firstly, data were gathered using both qualitative and quantitative research methods. This approach would appear to be the most appropriate method for gathering data on integration as it allows for many of the child's ecosystems to be investigated and for the child's numerous and important interactions to be examined. Secondly, the study highlighted the importance of investigating the individual needs of children with behaviour disorder when considering integration, Finally, the study allowed for a number of variables, important for practitioners when integrating children with behaviour disorders, to be identified and examined.Doctor of Philosophy (PhD)
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Aitken, Jean O. "The response of secondary students from non-English speaking backgrounds to a visual arts course." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1235.
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Interest in multiculturalism has been expressed by educators for a number of years. Much of the literature concerning multiculturalism in visual arts education calls for the adoption of a culturally inclusive curricula in order to meet the needs of all students. In his consideration of conceptions of curriculum, Eisner (1988) made reference to a preferred body of knowledge which often excludes students from minority groups within society. Many Australian schools are experiencing increases in enrolments of students from non-English speaking backgrounds (NESB). These students may themselves be immigrants or the children of one or both parents born in another country. This study is concerned specifically with the impact of such students' inherited culture on their perceptions of the visual arts which may be influenced by exposure to particular styles or forms of art experienced in the context of the family, or through visual arts education in the student's country of origin. The research investigates students from non-English speaking backgrounds perceptions of the visual arts and visual arts education. The study's purpose is to determine the degree to which these perceptions influence the performance of NESB students undertaking a visual arts course at upper secondary school level. Although many students from various ethnic groups show an interest in and aptitude for the visual arts, they are often not successful in all aspects of the secondary level. From equity and justice perspectives it would appear that the opportunity to succeed in a chosen area should be available to all students and that in order to provide this opportunity, it is necessary to determine what factors influence the success or failure of these students. This study involved the use of qualitative research methods and was conducted as a case-study. The sample or case was selected from a Year 11 tertiary entrance art class and represents a diversity of ethnic backgrounds. The seven participants originated from Australia, mainland China, Greece, Indonesia, Russia and Vietnam. The data was collected using a questionnaire, interviews, observation and examination of work samples. The data was categorised according to themes which emerged during the data collection and analysis stages. Results showed that NESB students appear to be influenced by their early home and educational experiences and that these in turn are influenced by the ethnic and cultural contexts in which they were experienced. There is also evidence that the delivery and content of visual arts education plays an important role in influencing students' perceptions of the visual arts. Information emerging from the study however suggests a need for further research in order to validate the findings. Replication of this research using a wider sample of students may help to reduce some of the variables impacting on the study. These may include levels of literacy attained by students in both their mother tongue and in English, continuity experienced by students in both general and visual arts education, and socio-economic status. Whilst it appears that further use of the case study may be appropriate, variation in both the research design and research instruments should also be considered.
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Hermanis, Piet. "Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole /." Link to the online version, 2005. http://hdl.handle.net/10019/1588.
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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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Muniz-Cornejo, Alice Yvette. "Social distance, motivation and other factors contributing to success in language acquisition and achievement among adolescent Mexican immigrants." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2326.
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Adolescent immigrant English learners who enter U.S. schools at the secondary level are faced with challenges that distinguish their experience in second language acquisition from that of children and adults. Some of the challenges they face include limited time to acquire academic English proficiencey in reading and writing, difficulty in assimilating into English speaking American culture, and limited programs and services at the secondary level.
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No, Seon-Hye. "Language socialization in two languages, schoolings, and cultures: a descriptive qualitative case study of Korean immigrant children." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1251.
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This is a descriptive qualitative study that explored Korean and English learning for Korean transnational immigrant children living in the United States. The study design included qualitative methods. Observations of five children in a Korean language school offered information about how they were taught Korean to retain their heritage language and culture. Additional observations of two of the children in their respective local public schools offered descriptions of their experiences learning English and U.S. public school culture. Interviews with the three teachers in these classrooms, as well as with three of the children's mothers, added background information and extended the observations. A thematic analysis process led to further understanding about the differences in the three classroom learning environments and described the ways instruction was delivered, the ways the individual children demonstrated their language learning, and the cultural context in each setting. The study found that the Korean language school and English speaking elementary schools were essential for the Korean immigrant children to improve their language proficiency in two languages as well as to learn different cultural and educational expectations.
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Tang, Hei-hang, and 鄧希恒. "New arrival students in Hong Kong: adaptationand school performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29803810.
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張立亭. "The Children of New Immigrants' Right to Bilingual Education." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/06491602230375878770.
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Mistilis, Nina Athanasia. "The political adaptation of second-generation Australians." Phd thesis, 1987. http://hdl.handle.net/1885/112086.
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The study systematically analyses the location of second-generation Australian
adults (defined as those born in Australia of an immigrant father) in the economic
system, it investigates their educational achievements, and examines the nature of
influences on their political behaviour by specifying relations among certain variables
and by comparing them to first-generation immigrants and to the native-born of a
native-born father. The one per cent person's sample file of the 1981 Australian census
on population and housing is used for analyses of income and education; the 1984/1985
National Social Science Survey (urban preliminary sample) is used to investigate
partisanship, participation and felt efficacy. The study draws mostly on American
literature for its theoretical underpinnings.
The conceptual basis of this study involves a three-fold distinction: the
socioeconomic system, the cultural, or 'ethnic', dimension and the political system. The
socioeconomic system is explored largely in the economic domain in terms of individual
income and educational achievement, the ethnic or cultural dimension in terms of the
extent of economic and educational integration and in terms of influences on political
behaviour. Ethnicity is defined mainly in terms of father's birthplace. The political
system is examined through extent and strength of, and influences on, partisanship,
through political participation and through felt political efficacy.
The model which best describes the political life of second-generation Australians
in the early 1980s is partial assimilation. Their pattern of political adaptation is
piecemeal, complex and at times puzzling. Political adaptation appears to be a function
both of location in some important sociocultural systems and of cultural differentiation.
Ethnicity permeates political adaptation, although its effects vary across the major
subsystems of society. In short, a dual explanation - economic and cultural - is
required.
Many features parallel the adaptation of the second generation in the United States
half a century ago, perhaps the most general being that adaptation and ethnicity are
interwoven in concept and reality. But unlike what appears to be the American
experience, most second-generation Australians have been assimilated into the economic
system by virtue of their success in gaining incomes which are at least the equivalent of
those earned by other native-born Australians.
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Chen, Chung-Wen, and 陳重文. "German Education for Immigrant Children with Nantou’s “National New Immigrants Torch Project Action Plan”." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/93891503339406507880.
Full textAbstract:
碩士南華大學
歐洲研究所
102
With the political, business, immigration, study, work, etc., to promote Taiwan towards internationalization, globalization, liberalization, economic development and the rapid growth of cross-border marriages and thus, the new residents have increased. In the current low birth rate in Taiwan society, their children born in Taiwan has been an important source of newborn population. New residents and persons fertility Taiwan next generation - the children of new immigrants, slow dropping Taiwanese society together a sustained fertility, new residents as new newborn children as a percentage of Taiwan's rising trend, the future will be a new resident children another Taiwanese society shares human resources. Germany and Taiwan have similar resemblance early years in the country has been faced with a negative population growth and new residents of the total population increase in the number of problems have been performed in Germany in response to plans by the federal government and state governments. Taiwan's new residents to take care of their children's upbringing and education become major issues in Taiwan. Germany's experience will be available for deliberate and adopt effective coping strategies. This study aims to investigate the first German immigrants in the education of their children and the「National New Immigrants Torch Project Action Plan」study in 「National New Immigrants Torch Project Action Plan」, are「education」 to promote the adaptation and new immigrant children living in a multicultural premise to help new immigrants and integration of their children. For the researchers, these findings suggest that the Government, society, schools and other relevant agencies to assist new residents, in order to enhance competitiveness and better for the future development of Taiwan's social foundation.
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Lin, Jo-Shin, and 林若馨. "The Equal Right to Education of Children of New Immigrants from Southeast Asia: Bilingual Education as Affirmative Action." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/edq496.
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碩士國立臺灣大學
法律學研究所
106
This thesis is based on the observation of the dilemma of de facto inequality which children of new immigrant from Southeast Asia are facing during their education, and try to find out the reason behind this dilemma could be merely interpreted as the function of the Principle of Welfare State or could there be other factors. This thesis believes that the policy of setting Taiwanese Mandarin as the language used in school teaching not only cause de facto inequality, but also constitute indirect discrimination and demonstrate the insufficiency of their right to education. This thesis claims “equality of educational opportunity” as the core value of the right to education according to the studies about the purposes and functions of education made by the educational academics. Thus, all the education policies made by government should meet the requirements of equality of educational opportunity to fulfill the demand of the right to education. Furthermore, this thesis believes that bilingual education could be an affirmative action which can not only fulfill their right to education, but also promote their social status. Besides, the fact of constituting indirect discrimination can not only provide the de facto inequality, which children of new immigrant from Southeast Asia are facing, a foundation under the protection of right of equality, but also justify bilingual education as an affirmative action when government is distributing resource due to the function of the Principle of Welfare State. Last, this thesis claims that the interaction between “the right to education”, “Principle of Welfare State” and “constitutional interpretation which corresponds to international convention” could provide children of new immigrant from Southeast Asia a constitutional foundation for full protection of their right to education.
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Moher, Sarah Jane. "Reading between the covers: Asian heritage language students' responses to multicultural literature." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442031&T=F.
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Cook, Ryan. "Fundamental motor development and physical activity levels of kindergarten children in School District 61 Victoria, BC." Thesis, 2012. http://hdl.handle.net/1828/4153.
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Currently one-quarter of Canadian children are meeting the minimal Canadian Physical Activity Guidelines of 60 minutes of moderate-to-vigorous intensity physical activity (MVPA) daily. These alarming data suggest there is an urgent need to examine factors associated with children’s engagement in physical activity. Motor skill proficiency is associated with time spent in MVPA and predictive of participation in organized sport among adolescents. The aim of this study was to examine the relationship between motor skills and physical activity of children in their first year of school. As gender-based differences in motor skill proficiency and physical activity are common, the influence of gender was also examined. Motor skills were assessed using the Test of Gross Motor Development – 2 and physical activity measured with accelerometers (Actigraph GT1M). Of the 106 (mean age = 6y3m) consented kindergarten children, 58% met the accelerometer wear-time inclusion criteria of 10 hours per day on at least 4 days. A MANCOVA revealed no significant gender based differences in motor skills or physical activity; therefore subsequent analyses included all children. Mastery of individual components of each skill as a percentage, were 54.1% of locomotor and 42.3% of object control skills. Using a cut-point of 4 metabolic equivalents, all of the children achieved 60-minutes of daily and weekday MVPA, and 82% of children achieved 60-minutes per day on the weekend. Both object control and locomotor skills were significantly related to the intensity of recorded activity. However, linear regression revealed that total motor skills predicted more variance in MVPA (9%) than either locomotor skills or object control skills independently. The findings of this study reveal that the kindergarten children engaged in MVPA at a rate equivalent to, or higher than, the minimum recommendations for Canadian children. However, motor skill proficiency was somewhat low. Children’s motor skill proficiency predicted a small, but significant, proportion of children’s physical activity.Graduate
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Duran, Jacquelyn Nely. "Living the American Dream? Second Generation Dominican High School Students in a Diverse Suburban Community." Thesis, 2018. https://doi.org/10.7916/D8NW119Q.
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My dissertation examines second generation Dominican high school students and their parents in a diverse, middle-class suburb. At a moment when immigrant families are arriving directly to suburban locations, and the number of second generation immigrants in our public schools is growing, it is important to examine how they are making sense of their experiences in this new context. In my study, I consider how one sub-group of Latinx high school students, with at least one parent born in the Dominican Republic, are experiencing a new place. Specifically, I look at their experiences within their community, school and family influence their assimilation processes, their ideas about future success, and the role of education in reaching that success. I also explore how the parents’ experiences in this community inform their definitions of success for their children and the role that education plays in achieving it, and how those beliefs affect their children. I examine the parents’ accounts through in-depth interviews and the students’ accounts through pre and post in-depth interviews two years apart, as well as photo elicitation interviews.
I found that the location of this suburb, adjacent to an ethnic enclave, provides a context that supports the process of selective acculturation, whereby the students are learning English and American customs while also developing and maintaining their Dominican cultural practices, including speaking Spanish. I also uncovered nuances to their understanding of the role of education in securing future success, through the use of open-ended questions. I found that the students with college-educated parents were more cautious about believing in the American Dream, and the idea that education guarantees success. Despite this, all of the families in the study approached education in similar ways, a style typically attributed to low-income families. And lastly, I found that the families lacked the social and cultural capital to gain educational advantages, specifically in the college application process. My study challenges the assumption that immigrant families arriving to middle-class suburbs are equipped to take advantage of the resources that their place of residence can afford them. Living in this type of place signals an achievement of the American Dream, but we have to question whether their children will be able to maintain it.
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Kwon, Jungmin. "Moving Across Linguistic, Cultural, and Geographic Boundaries: A Multi-sited Ethnographic Case Study of Immigrant Children." Thesis, 2019. https://doi.org/10.7916/d8-8r68-pj68.
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This multi-sited ethnographic case study examines how transnationalism shapes the everyday lives of young immigrant children, particularly their literacies, identities, and learning. This study involved three second-generation Korean immigrant children whose lives encompass multiple languages, cultures, and countries through close connections with their parental homelands. Informed by a transnationalism framework and sociocultural perspective on literacy, I focused on three specific questions: How do second-generation immigrant children engage with language and literacy in and across various spaces? What transnational funds of knowledge do they build as they move across contexts? How do they position themselves and represent their identities? I employed a multi-sited ethnographic stance and collected data for one year in two locations: North Carolina, United States, and Seoul, South Korea. The data collected include participant observations, fieldnotes, parent questionnaires and interviews, child-centered interview activities, artifacts, documents, photographs, and a reflective journal.
Findings from the research indicated that second-generation immigrant children play crucial roles in building, maintaining, and extending transnational networks. As these children moved across geographical boundaries, they flexibly drew on multiple languages, linguistic features, and modes. As active agents, they engaged in the circulation of care by circulating love, support, and educational resources with family members across national borders. The children also mobilized their transnational funds of knowledge beyond local-global contexts through playful engagements that I refer to as transcultural play. Finally, the children presented complex and evolving transnational ways of belonging, which demonstrated that active participation in transnational practices does not necessarily lead to strong identification with the parents’ home culture. This study provides a more comprehensive and nuanced picture of young immigrant children living in a transnational and transcultural world and challenges previous claims that second-generation immigrants lose meaningful connections with their parental homelands. By demonstrating the flexibility and mobility of young immigrant children’s literacies, identities, and learning, I provide theoretical, methodological, and pedagogical insights that are essential for researchers and educators interested in cultivating a transnational curriculum and honoring young immigrant children’s mobile experiences.
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Padilla-Rodriguez, Ivon. "Undocumented Youth: The Labor, Education, and Rights of Migrant Children in Twentieth Century America." Thesis, 2021. https://doi.org/10.7916/d8-5g4m-ge88.
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“Undocumented Youth” is a socio-legal history of Latinx child migration to and within the United States between 1937 and 1986. By drawing on archival collections from across the country, the dissertation analyzes a crucial missing dimension of Mexican and Central American (im)migration history that adult-centric histories have overlooked or obscured. The dissertation uncovers a legal system of migrant exclusion that relied on various legal and quasi-legal forms of domestic restrictions and removal that combined with federal policies governing international migration. Under this broad legal apparatus, “border crossing” included migration from Mexico into the U.S. and domestic migration across state lines. Federal and state officials denied ethnic-Mexican border-crossing youth, with and without U.S. citizenship, legal rights and access to welfare state benefits, especially public education. This hybrid system of restriction and removal resulted in multiple injuries to children and families, including migrant minors’ exploitation on farms, educational deprivation, detention, and deportation beginning in the 1940s.
The broad racialization of the criminal and invading “alien” of all ages at mid-century spurred ambivalent legal and political responses from officials in power that ranged from humanitarian to punitive. As grassroots activists and sympathetic policymakers found ways to intervene on behalf of unaccompanied and accompanied ethnic-Mexican migrant children, the state persistently and creatively enacted new draconian measures and refashioned well-meaning polices to reinforce the power and reach of the domestic removal apparatus.
In response to the rights deprivations and welfare state exclusion imposed on the nation’s migrant Mexican youth, child welfare and migrants’ rights activists devised a series of local welfare programs in the 1940s and ‘50s to restore border-crossing minors’ “right to childhood” based on middle-class norms of innocence, play, and education. These local efforts led ultimately to federal reform, specifically the establishment of the Migrant Education Program (MEP) in 1965 during the War on Poverty. However, the MEP’s introduction of a unique data collection technology in schools jeopardized the privacy of undocumented youth and their parents, making them vulnerable to the criminal justice system and federal immigration enforcement. This data collection helped transform public schools into school-to-deportation pipelines. Concurrently, undocumented Mexican and Central American youth were forced to endure different forms of educational deprivation and rights violations in carceral and quasi-carceral sites, in immigrant detention and on commercial farms.
The tensions and contestations over rights provoked by child migrants with and without U.S. citizenship after 1937 led to legal experiments, liberal pro-migrant federal policies like the MEP, and landmark court decisions, such as Plyler v. Doe (1982), that provided the rhetorical and policy foundations necessary to construct modern, child-centered mechanisms of inclusion and exclusion. These legal experiments and court battles also increasingly defined national U.S. citizenship as the sole grounds for claiming rights, eclipsing social and local citizenship as modes of belonging. As a result, they hardened the distinctions between the citizen and the noncitizen migrant. In the 1970s, a legal regime with strict noncitizen restrictions emerged that no longer collapsed all border-crossing minors into a single discursive and legal category. By the late-twentieth century only minors and adults without federal U.S. citizenship were identified and marginalized as “migrants,” marking a sharp departure from the category’s previous legal and social meanings.
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Lee, RaeHyuck. "School Readiness among Young Children of Asian and Hispanic Immigrant Mothers." Thesis, 2014. https://doi.org/10.7916/D8FX77M0.
Full textAbstract:
More than one in four children under age 6 in the United State are children of immigrants, and the majority of these children are Asian and Hispanic. Despite this, there have been few studies on the early development of young children of immigrants. In particular, although healthy development in the early years of life is important in helping children get ready for school, little is known about school readiness among children in immigrant families. Therefore, this study examines school readiness among children of Asian and Hispanic immigrant mothers, with particular attention to two important characteristics of immigrant families: maternal language use and use of preschool.
This study is composed of five chapters, starting with Chapter 1 that introduces the background and purpose of this study. Chapter 2 reviews the theoretical backgrounds for the association between maternal language use and the development of young children in immigrant families, and then for the role of preschool in children's school readiness. Using a nationally representative sample of children of Asian and Hispanic immigrant mothers from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), Chapters 3 and 4 examine whether maternal language use is associated with school readiness and whether preschool plays a protective role in promoting school readiness, respectively. Finally, Chapter 5 concludes by summarizing the findings and providing implications for theory and methodology, future research, and social work and policy.
In Chapter 3, this study finds generally advantages of maternal use of English and bilingualism for children's cognitive development at kindergarten entry in both Asian and Hispanic groups. It also finds, compared to children of home language Asian mothers, higher levels of pro-social behavior among those of English dominant and bilingual Asian mothers, but also higher levels of behavior problems among those of English dominant Asian mothers. Furthermore, in additional analyses, this study finds that longer residency in the U.S. is associated with higher levels of approaches to learning for children of bilingual Asian mothers and lower levels of behavior problems for children of bilingual Hispanic mothers.
In Chapter 4, this study finds that attending preschool (mostly prekindergarten or other center-based care) is associated with better academic school readiness at kindergarten entry among children of Asian immigrant mothers, but not children of Hispanic immigrant mothers. This study also finds higher levels of behavior problems and lower levels of approaches to learning among children in Head Start compared to those in parental care in both Asian and Hispanic groups. In addition, this study finds beneficial associations between preschool and academic school readiness at the year of participation among children of both Asian and Hispanic immigrant mothers, but these beneficial associations do not hold up at kindergarten entry among children of Hispanic mothers, while such associations are still found at kindergarten entry among children of Asian mothers. This study also finds more pronounced beneficial influences of preschool on academic school readiness at the year of participation among children of mothers who speak their home language in both Asian and Hispanic groups, but such more pronounced benefits are gone at kindergarten entry in both groups.