Academic literature on the topic 'Children of immigrants France Social conditions'

The article sheds light on certain peculiarities of immigration to France, which has become a multicultural country. The authors explain how the destinies of two categories of “immigrant” youth differ. The first are the “beurs”, children and grandchildren of migrants who arrived in France during the 1960s and 1970s, generally from the Maghreb. The second are the “blédards”, who migrated themselves from these countries during adolescence with their parents or in the framework of family reunification. After a short description of the successive waves of migration which have regularly reached France and a terminological clarification on the meaning of the words “foreigner” and “migrant”, the authors show how the trajectories of those who are French citizens, know the language and have attended the school system from the start differ from those of newcomers, although the two groups are often confused. The article presents analysis from the theoretical works devoted to the study of different waves of migration, in the USA and in other countries, then focuses on a presentation of the educational trajectories of the new arrivals and those of the descendants of migrants. Particular attention is paid to migrants’ adaptation to the labor market. Newcomers have less difficulty finding an internship than their classmates born in France. They are also more easily exploited, because they compensate their poor French language adopting a deferential attitude towards employers. When unemployed, they often find a job more easily than the descendants of migrants by relying on ethnic niches and networks of fellow citizens. The article underlines the role of the social environment in determining adaptation paths which can lead to acculturation and social mobility, to assimilation within a marginalized urban environment, or to economic integration into ethnic niches. The more hostile the environment and the less the migrants are adapted to the country’s economic and cultural codes, the more the ethnic community tends to rely on itself in order to protect its children from a form of assimilation seen as harmful. Finally, the authors present the different attitudes of young people from the two groups towards the host society. For the descendants of migrants, it is common to assimilate to groups of young people in low-income neighborhoods and to copy the behavioral pattern characteristic of the inhabitants of these neighborhoods with a high concentration of immigrant and minority populations. When they are victims of stigmatization because of their ethnic origin or their neighborhood of residence, these young people become very critical, sometimes adopting oppositional attitudes to the French society to which they belong. On the other hand, newcomers struggle to find their place, as they still feel in transit, are not necessarily sure to stay in the country which they see as a haven comparing to the difficult living conditions of their native country.

This article has considered the main trends of integration: economic one – “trough the work” and by means of social, educational, municipal and citizenship policy in European countries, first of all in France, and in Russia. The attention has been paid on contradictions, which are typical for searching an integration model in modern Russia. This article illustrates the main difficulties of immigrants’ adaptation in European countries, as a result of liberal migratory policy and multicultural model of newcomers’ integration.

Immigrants have been found to exhibit different housing tenure patterns from the rest of the population in a number of contexts. This article tests whether observed differences in tenure in France can be explained by differences in socio-demographic characteristics or whether unexplained differences might result from housing market mechanisms that affect immigrants differentially from the rest of the population, and extends this to the second generation. The article relies on data from TeO, a survey of 21,761 persons designed to oversample and identify immigrants and their children, providing information about the outcomes of children of immigrants that is otherwise lacking in French statistics. The results indicate that while immigrants are significantly less likely to be homeowners, even after controlling for compositional difference, the gap in homeownership between the second generation and the rest of the population is smaller and not statistically significant. This suggests a progressive integration in the housing market over time and over generations rather than overall stratified housing trajectories. Differences in terms of the share of social housing residents, the level of residential crowding, and housing and neighbourhood characteristics also decline across generations. However, children of immigrants from some non-European origins are experiencing higher levels of stratification than other groups, with continued significant differences in tenure.

This article presents the results of a comparative study conducted in France, Mali, and Morocco, and it seeks to understand the food cultures of immigrants and immigrants’ children, as well as their evolution across space and time. This survey shows that, according to the context, children reproduce certain of their parents’ norms, representations, and practices, as well as some that are dominating in the country of origin, which are also transformed on a local and on a global scale. There is no transition to a model that would break with the old one and would superimpose on that of the society of residence. The various eating styles of immigrants, as well as of immigrants’ children, fashion themselves and are transformed according to the evolution of family situations, socio-cultural characteristics, and economic resources. Individuals adapt to different social and commensal situations, shifting from a cultural register to another.

Education is a bridge enabling children of low-skilled immigrants to access higher tiered professions in a segmented labor force in order to experience socio-economic gains and social mobility. Historically, Catholic immigrants (Irish, Polish, Italian and German) have been served by the parish school which provided a basis for household integration and economic advancement in American society. This paper explores the relationship between the parish school as an agent of socialization and children of new Catholic Latino immigrants. Comparative historical analysis of old and new patterns of immigration serves to demonstrate how the mediating role of the parish school has changed. Qualitative analysis contributes to a theory of institutionally generated social capital which is operationalized by measures of communitarian socialization. Using data from the Consortium of Chicago School Research, I use ordered logit regression to measure the effect of high school socialization patterns on student’s pro-social outcomes. I find that contrary to national data, Catholic high schools in Chicago are enrolling higher percentages of Latinos, a majority of whom are children of immigrants. A school climate characterized by affective support and inspirational ideology are significantly related to pro-social outcomes, while intergenerational closure is not. These findings are important because the parish school has a legacy of contributing to conditions necessary for children of immigrants to experience upward mobility.

In this article, the authors investigate the short-run educational expectations and long-term educational aspirations of the children of immigrants living in Italy and attending eighth grade. The authors look at educational ambition, both as a predictor of educational choice and as a measure of social integration. They consider both secondary-school track and university goals. Data come from the ITAGEN2 survey (2005–2006). First, the authors analyze the relationship of short-run expectations and long-term aspirations to structural (e.g., migration status and country of origin) and social (e.g., family socioeconomic status and friendship ties) conditions. The latter seem to be determinants of both expectations and aspirations, but long-term educational aspirations are not associated with migration status. Second, the authors investigate the relevance of context in delineating educational attitudes. The authors performed a multilevel analysis including both individual- and school-level variables. Their results show that attending a school where most of the Italian pupils have high educational expectations may lead children of immigrants to enhance their own aspirations.

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.

AbstractHealth care is a fundamental human right in Europe, and all Member States recognise everyone’s right to the access to preventive healthcare and to receive medical care in the event of sickness or pregnancy. Nevertheless, this right is focused on citizens and the application to migrants, particularly undocumented migrants, varies widely in the EU. The French legislation is organized with a humanitarian approach. In this article, the authors present the French system of social protection, the “Couverture médicale universelle” or CMU, which provides the same protection to asylum seekers and documented immigrants as to nationals, and the “Aide médicale d’état” or AME, that is open to every person who does not fulfil the legal conditions to obtain the CMU, such as illegal immigrants. Created in 1995, recently access to the AME has been restricted. A claim of discrimination has been rejected by the Conseil d’Etat and 215 000 persons received the AME in 2009. The expenses incurred by the AME increased by 17% in 2010, and there is a debate in Parliament to limit care and to ask the recipient for a financial contribution.

Depuis la fin des années 1990, on assiste de plus en plus à l’arrivée en nombre important des enfants étrangers sur le territoire français et européen. Ils viennent de tous les continents et personne ne détient sur eux l’autorité parentale. Un phénomène sans précédent dans l’histoire de l’immigration européenne qui attise des tensions entre les pouvoirs publics et les associations de défense de droits de l’enfant. Le statut de ces mineurs isolés sur le territoire national demeure flou et leur intégration ressemble plus à ce que les associations qualifient de« parcours de combattant ». Relativement protégés par leur minorité, ils ne peuvent sereinement envisager de poursuivre ni un projet scolaire adapté, ni une insertion professionnelle fiable si leur situation administrative n’a pas été régularisée avant d’atteindre l’âge de 18 ans.En suivant le parcours institutionnel d’une dizaine des jeunes pendant près de 5 ans, cette thèse analyse le profil des jeunes migrants, les atouts et écueils de leur prise en charge dans une société d’accueil en pleine mutation législative, institutionnelle et sociétale. L’étude reconstitue, questionne et analyse les enjeux de parcours et de construction de vie pour les mineurs d’une part, les défis d’accompagnement de ce public pour les acteurs sociaux et institutionnels de l’autre. Enfin, cette thèse interroge et analyse également les pratiques belges relatives à l’accueil et à la prise en charge de ces enfants, permettant ainsi une comparaison des réponses apportées par les deux pays à la situation de ce public
Since the end of the 1990’s, we more and more attend to the arrival in huge numbers of foreign children on the French and European territory. They come from all continents and no one detains on them parental authority. An unprecedent phenomenon in the European immigration history which whips up tensions between authorities and defence associations of children’s rights.The status of these isolated minors on the national territory remains fuzzy and their integration is like more of what is qualified as an « obstacle course » by the associations. Relatively protected by their minority, they can’t ensure positively to carry on with neither an appropriate school project, nor a reliable professional insertion if their administrative situation hasn’t been regularised before they turn age 18. By following the institutional path of about ten youths for nearly 5 years, this thesis analyses the profile of young migrants, assets and pitfalls taken care in a society in legislative, institutional and societal transition.The study reconstructs, questions and analyses path’s stakes and life construction for minors on one hand, support challenges of this population for social actors and institutionals on the other hand. In short, this thesis interrogates and analyses too Belgian practices relating to receiving and caring for these children, thus enabling a comparison with answers brought by both countries to the situation of this public

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.

The World Trade Center attacks on September 11, 2001 fundamentally transformed the context of reception for Muslim immigrants in the U.S., shifting it from neutral to negative while also brightening previously blurred boundaries between established residents and the Muslim minority. This study explores how second-generation Muslim immigrants have experienced and reacted to post-9/11 contexts of reception. It is based on an analysis of ten semi-structured in-depth interviews that were conducted throughout the Portland Metropolitan Area from January to April of 2016. It finds experiences of discrimination to be primarily affected by two factors: public institutions and gender. It also finds, furthermore, that research participants react to negative post-9/11 contexts of reception by redrawing bright boundaries to include themselves within the American mainstream. Because Islam itself has become politicized within post-9/11 contexts of reception, this study also explores how second-generation Muslim immigrants construct and maintain religious meaning as a form of political identity. It finds that research participants unilaterally construct a Localized Islam that is dynamic and variable in its response to familial and social pressures. The thesis concludes by putting forward a typology outlining its four primary forms of localization within contemporary social and political environments.

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.

The Black population in the United States is undergoing a significant transformation. Over the last four decades, the African immigrant population has increased from 130,000 to 2 million, making them one of the fastest growing groups in the United States. Yet, notably absent from much of the discourse on how immigration is changing our society is a serious engagement with the dynamic changes happening within the country’s Black population. This dissertation examines how these demographic realities are experienced in young people’s daily lives. I use the case of low-income, adolescent children of West African immigrants to understand how processes of immigrant integration and racialization unfold generationally across racial and ethnic lines. I focus specifically on their identity-work and acculturation in the context of families, local institutions, and transnational social fields. Methodologically, I draw on ethnographic observations and interviews with 71 second-generation West African teenagers in three New York City public high schools. The dissertation consists of five substantive chapters. Chapters 1 and 2 examine the ethnic and racial identifications of second-generation West Africans, some of the meanings they make around these identities, and begins to delve into the contextual mechanisms shaping these identities, namely their families, neighborhoods and law enforcement. Chapters 3 and 4 respectively analyze the role of transnational visits to parent home countries and religion on acculturation and understandings of Blackness and Africanness, among other identities. The final chapter, Chapter 5, explores three mechanisms shaping the selective acculturation of African immigrant youth: adoption of American cultural features, maintenance of ethnically distinct features, and the introduction of African cultural forms. My research makes three contributions. First, by placing adolescent children at the center of my analysis, I show how these young people are both making and made by a unique sociohistorical and political context that has significant consequences for their racial and ethnic identity-work. Second, it contributes to understandings about the relationship between socioeconomic status and second-generation immigrant integration. Contrary to arguments that second-generation identification and acculturation are patterned by class, I find that low-income African immigrant youth selectively acculturate into American society and maintain strong ethnic identities similar to their middle-class counterparts. The third contribution provides evidence that as immigrants, their children and their host communities continually interact through institutions like schools and neighborhoods, a mutual cultural reconstitution process occurs that fundamentally transforms both immigrants and the cultural landscape from which communities in the host society fashion an “American” identity. Taken together, in shedding light on second-generation Black immigrant racialization processes, this dissertation challenges assumptions about low-income Black youth and offers a dynamic, agentic and relational understanding of immigrant integration. It also highlights how broader meanings of immigrant integration and Blackness in the United States are fundamentally changing.

This dissertation is a study on Mexican-American families focusing on undocumented parents with U.S. born children. I argue that these families represent the most contemporary wave of migrants to enter the United States without documentation since the late 1990s and early 2000s. Research on social inequality situates transmission processes between parents and children, I show how undocumented status can be transmitted and experienced through the creation of a particular social context that encapsulates entire families, including U.S. born children. States, which adopt a legal and institutional framework, aimed at restricting immigrant rights present social and cultural challenges for these parent’s, and their children’s integration experiences. I examine how a process of racialization tied to immigration status translates to what it means to be Mexican American. I observe the ways that social support and intra-group relations across Mexican-American communities are weakened because of the increasing stigmatizing element that is undocumented status. By qualitatively capturing families’ experiences across North Carolina and New York, I highlight the meaning and consequences of legal status and detail how it is hindering this group’s progression overall. How families experience undocumented status varies across the individual, community and state levels. Families are learning to adapt to enforcement measures that merely serve to sustain a durable form of inequality that I argue is creating a new Mexican-American experience.

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.

“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.

Tutoring is a rapidly increasing but under-researched component of the education of immigrant students. This study examines one-on-one tutoring of Taiwanese high school immigrant students in Vancouver. Viewing tutoring as a social practice rather than an instructional tool for teaching academic content, this exploratory study attempts to understand how participants construct tutoring in the British Columbian educational context. Factors such as the patterning of tutorials, the participants' perspectives, and the wider educational context have been considered in this study. This study recruited 12 tutor-tutee pairs, 12 parents, and 10 school teachers. Tutoring interactions were tape-recorded over a ten-month period. Combining aspects of discourse analysis and qualitative research, this study used discourse analysis to study tutoring interactions and qualitative interviews to explore the participants' beliefs about tutoring and schooling. This study explored the interaction patterns of tutoring, examined the participants' assumptions and expectations, and investigated the relationship between the tutoring (informal learning) and the schooling (formal learning) process of immigrant students. The varied patterns of tutorials suggested that tutoring went beyond teaching academic content and served multiple functions for the immigrant families. The patterns focused on addressing the needs of parents and students to interact with their schools, and providing emotional and cultural support. In addition, there seemed to be conflicting voices among the participants regarding the tutorial practices. For example, participants expressed strong and opposing views about the goals of tutoring and the quantity of homework, academic content instruction and grammar instruction in tutoring and in schools. These different voices seemed to cause tensions which were explored and negotiated in tutoring interactions. Lastly, the relation between tutoring and its wider educational context was both cooperative and conflictual. For example, while tutoring offered students homework assistance, this assistance caused the school teachers to be concerned with tutor over-helping. Thus, there is a complex and interactive relationship between tutoring and the educational system. To conclude, studying tutoring as a social practice acknowledges the varied tutorial patterns, the conflicts, the dynamics, and the complexity of tutoring interactions.

The research we conducted among students of the University of Nis (Ignjatović & Simović 2016; Simović 2020) showed that, despite many years of learning French, their view of France is almost without exception marked by stereotypical notions of France as a land of love, romance, refined cuisine, high fashion, a luxury lifestyle, the tourist attractions of Paris and the Cote d’Azur. The aim of this paper is to point out a different picture of France that exists among Serbophone speakers. As a corpus for analysis, we used terms related to France in Vukajlija’s online slang dictionary. Unlike the positive and idyllic representations of students, this picture indicates social aspects that are not present in the representations of students about France and the French. Although it reflects the everyday, real life of native speakers (numerous immigrants, unemployment, difficult living conditions in favored neighborhoods, the multiculturalism of French society, etc.), this image of France is deeply imbued with individual and collective stereotypes whose affective charge ranges between irony and ridicule, even contempt towards this country and its inhabitants. We believe that in modern foreign language teaching and learning, the establishment of dominant stereotypes about the target language and culture, whether positive or negative, is a prerequisite for the successful mastery of that language and for any further work on awareness and overcoming simplified and generalized ideas about the country whose language is being learned, about native speakers and their culture (stereotype awareness). Hence the interest in researching this topic.

This chapter recounts how child labor burst onto the national policy agenda in Belgium and France in the 1840s. In France, calls for regulation began in 1828, when a group of industrialists in the textile town of Mulhouse began petitioning the state for regulations on the employment of children in factories. The chapter mentions Leopold I, the king of neighboring Belgium, who called for a similar law and a major investigation was undertaken but did not enact a child labor law until 1889. Comparing the French and Belgian cases, the chapter explains why, despite social and political conditions favorable to reform in both countries, France succeeded in regulating child labor early in its industrial development while Belgium did not. Some have argued that Belgium failed because it embraced economic liberalism with extreme fervor and granted capitalists great influence over policy.

Cardiovascular disease (CVD) remains the major cause of total mortality in Europe. Important inequalities are evident in that CVD deaths account for more than 50% of all deaths in some countries, compared with less than 30% in others. An important indicator of the burden of CVD morbidity is the hospitalization rate for cardiovascular conditions, which is 30% higher in men than in women, in particular for acute myocardial infarction admissions, although across the lifespan CVD is an equal opportunity disease. Global risk calculation has been considered the best tool for comprehensive cardiovascular primary prevention, to deal with the risk of developing atherosclerotic CVD. Guidelines highlight the importance of identifying asymptomatic patients who would be candidates for more intensive, evidence-based medical interventions that reduce CVD risk. Challenges in cardiovascular risk estimation efforts have included how to estimate risk in vulnerable groups more accurately, such as children and adolescents, young adults, older adults, and immigrants, and how other factors, such as social status or literacy, may influence expected outcomes. The nurse or nurse specialist is uniquely well placed to play a pivotal role in risk estimation and management. Prevention of CVD should take a multidisciplinary, multifactorial, and societal approach including strategies to improve health literacy, empowerment, self-care management, and environmental adaptations. Nurses must take an active part in reducing the burden of CVD through these strategies.