Relevant bibliographies by topics / Children of immigrants – Germany – Attitudes

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Academic literature on the topic 'Children of immigrants – Germany – Attitudes'

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Published: 10 March 2023

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Journal articles on the topic "Children of immigrants – Germany – Attitudes"

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Trūpa, Sarmīte. "Multilingvisms latviešu diasporā Vācijā." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 441–62. http://dx.doi.org/10.37384/va.2022.17.18.441.

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Over the last fifteen years, the large-scale emigration from Latvia, triggered by economic crisis of 2008, has led to the emergence of “new diaspora” communities in the EU. In Germany, the number of Latvians has increased rapidly since 2011, when Germany opened its labor market for immigrants from the new EU member states, including Latvia. Since then, according to the German Federal Statistical Office, the number of Latvian citizens in Germany has grown steadily reaching 39,555 at the end of 2019. The exact number of Latvians in Germany, however, is unknown, as the statistics are based solely on the fact of Latvian citizenship. The new sociocultural environment, in which migrants find themselves, have tremendous sociolinguistic consequences on their language practices. When moving to another country, not only the level of language skills but also the linguistic behavior and attitudes of emigrants towards their mother tongue change for both objective and subjective reasons. In addition to their mother tongue, Latvians living in Germany use German, Russian, and English in their daily lives. Against the background of these very strong languages, a complex and heterogeneous situation emerges in connection with the transmission of the Latvian language to the next generation. Although, most Latvians in the diaspora (incl. those in exogamous partnerships) want their children to speak Latvian, this desire does not always get fulfilled. The main aim of this article, hence, is to explore language attitudes and language use patterns among Latvians in Germany and to assess their role in the transmission of Latvian to future generations. The empirical basis for the article comes from fifteen qualitative interviews with first-generation Latvian emigrants living in Germany. The study focuses specifically on the “new diaspora” that has emerged over the last thirty years since Latvia regained its independence. The findings of the study suggest that since the beginning of the 1990s both the motivation for Latvians to emigrate and the demographic structure of the diaspora have changed significantly. Moreover, reported linguistic socialization preferences, motivation behind language choices, and everyday language use patterns point to rather heterogenous linguistic profile of the “new Latvian diaspora” in Germany. At present, at least three very different groups or “bubbles” can be distinguished among the interviewed respondents: “the well-integrated/assimilated bubble” with German as a dominant everyday language, “the Latvian bubble”, characterized by the dominant use of Latvian, and “the East European bubble” with Russian as a dominant language of everyday interactions. In addition to these findings, the article also discusses factors that, according to the representatives of the diaspora themselves, promote and hinder the maintenance of the Latvian language in emigration.
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Protassova, Ekaterina. "Multilingualism at an Early Age: Parents’ Views and Teachers’ Reflections." Education & Self Development 16, no. 1 (March 31, 2021): 93–101. http://dx.doi.org/10.26907/esd16.1.08.

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The questions of superdiversity, multiple identities and practices, language policy, multilingualism, plurilingualism, intercultural, minority and immigrants’ education in the pre-primary and primary classrooms are crucial for the current situation of the Russian language abroad. Teachers have to take into account linguistic and artistic resources and deploy special methodological repertoires. The aim of the present research is to show what main themes the parents and teachers of young multi-lingual children discuss and how to overcome difficulties in organizing multilingual education. Parents and teachers in four countries (Finland, France, Germany, Russia) answered the questionnaires about their attitudes towards bi-lingual education of pre-primary and primary children. In addition, the Internet discussions on the international platforms in the Russian language were analyzed. Participants characterized their experience, their family policy and the educational institutions that their children attend. Existing practices show that the variety of approaches to early bilingual education is limited through material and human resources and the children’s potential. The best results demand more input, devoted parents and educators, more money, strict rules of language use, and a true continuity of bilingualism as a goal in all steps of child development. The different effects of various approaches to education may lie, not only in the language itself, but also in its political and economic power and the cognitive effects of an early start.
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Frankenberg, Emily, Katharina Kupper, Ruth Wagner, and Stephan Bongard. "Immigrant Youth in Germany." European Psychologist 18, no. 3 (January 1, 2013): 158–68. http://dx.doi.org/10.1027/1016-9040/a000154.

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This paper reviews research on young migrants in Germany. Particular attention is given to the question of how Germany’s history of migration, immigration policies, and public attitude toward migrants influence the transcultural adaptation of children and adolescents from different ethnic backgrounds. We combine past research with the results of new empirical studies in order to shed light on migrants’ psychological and sociocultural adaptation. Studies comparing young migrants and their German peers in terms of psychological well-being, life satisfaction, and mental health outcome suggest higher rates of emotional and behavioral problems among migrants of most age groups. With regard to adolescent populations between the ages of 14 and 17 years, however, the existence of differences between migrants and natives appears to be less clear. Research has also yielded inconsistent findings regarding the time trajectory of transcultural adaptation among adolescents. The coincidence of acculturation and age-related change is discussed as a possible source of these inconsistencies. Further, we provide an overview of risk and protective factors such as conflicting role expectations and ethnic discrimination, which may cause heightened vulnerability to adverse adaptation outcomes in some groups. Large-scale studies have repeatedly shown migrants of all age groups to be less successful within the German school system, indicating poor sociocultural adaptation. Possible explanations, such as the idiosyncrasies of the German school system, are presented. Our own studies contribute to the understanding of young migrants’ adaptation process by showing that it is their orientation to German culture, rather than the acculturation strategy of integration, that leads to the most positive psychological and sociocultural outcomes. The paper concludes by discussing implications for future cross-cultural research on young migrants and by suggesting recommendations for multicultural policies.
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Neto, FÉlix, JosÉ Barros, and Paul G. Schmitz. "Acculturation Attitudes and Adaptation among Portuguese Immigrants in Germany." Psychology and Developing Societies 17, no. 1 (March 2005): 19–32. http://dx.doi.org/10.1177/097133360501700102.

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Schröder, Carl Philipp. "Antisemitism among Adolescents in Germany." Youth and Globalization 2, no. 2 (December 31, 2020): 163–85. http://dx.doi.org/10.1163/25895745-02020003.

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Abstract Europe is facing a new wave of antisemitism, which has grown in recent years. In 2019, the number of reported antisemitic crimes has increased in Germany. On the one hand, Muslim immigrants are suspected of so-called “imported Antisemitism”. On the other hand, right-wing extremism still appears to be the main cause of most antisemitic crimes. Moreover, antisemitism may also be rooted in the left-wing spectrum hiding behind the criticism of Israel and its policies. To analyze the connections of antisemitic attitudes, data from a school survey of 6,715 ninth-graders are used. The results indicate a strong connection between right-wing attitudes and antisemitism as well as left-wing and Islamist attitudes and antisemitism. Higher values of antisemitism are also found among Muslims, but the main predictor of antisemitic attitudes is by far right-wing attitudes.
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Bukenya, James O., and Peter V. Schaeffer. "Immigrants' attitudes toward integration and citizenship in Germany, 1970-2000." International Journal of Sustainable Society 5, no. 4 (2013): 357. http://dx.doi.org/10.1504/ijssoc.2013.056845.

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Grdešić, Marko. "Neoliberalism and Welfare Chauvinism in Germany." German Politics and Society 37, no. 2 (June 1, 2019): 1–22. http://dx.doi.org/10.3167/gps.2019.370201.

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Anti-immigration sentiments can take on a variety of forms, but a particularly prevalent version across Europe is welfare chauvinism. According to welfare chauvinism, the services of the welfare state should be provided only to natives and not to immigrants. Like many other European countries, German politics also features welfare chauvinism, and not only on the far right segment of the political spectrum. What drives welfare chauvinism? Most studies of welfare chauvinism try to assess whether economic or cultural factors matter most. In an attempt to bridge these perspectives, this article brings in neoliberalism. An examination of survey results from EBRD’s Life in Transition project suggests that neoliberal economic attitudes are a key determinant of welfare chauvinism. German respondents who have neoliberal economic views tend to see immigrants as a drain on the welfare state, while those who have economically leftist views tend to see immigrants as providing a positive contribution.
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Wirz, Dominique S., Martin Wettstein, Anne Schulz, Philipp Müller, Christian Schemer, Nicole Ernst, Frank Esser, and Werner Wirth. "The Effects of Right-Wing Populist Communication on Emotions and Cognitions toward Immigrants." International Journal of Press/Politics 23, no. 4 (August 2, 2018): 496–516. http://dx.doi.org/10.1177/1940161218788956.

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The persuasiveness of right-wing populist communication has become a widely discussed topic; it is often assumed that such messages might foster anti-immigrant attitudes among citizens. The present study explores the effects of the different components of right-wing populist communication—anti-immigrant messages, populist content, and populist style—on attitudes toward immigrants. By combining a media content analysis ( N = 605 articles) with a panel survey ( N = 1,968) in metropolitan areas of four Western European countries (France, Germany, Switzerland, and the United Kingdom), this study analyzes how citizens’ attitudes toward immigrants are influenced by the right-wing populist communication with which they are confronted in their individual media diet. The results show that anti-immigrant statements in the media lead to more negative cognitions toward immigrants, while populist content leads to more negative emotions. The study, thus, demonstrates that not only anti-immigrant rhetoric but also populism as a thin-centered ideology influence citizens’ attitudes toward immigrants on top of pre-existing attitudes.
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Fietkau, Sebastian, and Kasper M. Hansen. "How perceptions of immigrants trigger feelings of economic and cultural threats in two welfare states." European Union Politics 19, no. 1 (October 6, 2017): 119–39. http://dx.doi.org/10.1177/1465116517734064.

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Better understanding of attitudes toward immigration is crucial to avoid misperception of immigration in the public debate. Through two identical online survey experiments applying morphed faces of non-Western immigrants and textual vignettes, the authors manipulate complexion, education, family background, and gender in Denmark and Germany. For women, an additional split in which half of the women wore a headscarf is performed. In both countries, highly skilled immigrants are preferred to low-skilled immigrants. Danes are more skeptical toward non-Western immigration than Germans. Essentially, less educated Danes are very critical of accepting non-Western immigrants in their country. It is suggested that this difference is driven by a large welfare state in Denmark compared to Germany, suggesting a stronger fear in welfare societies that immigrants will exploit welfare benefits.
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Carol, Sarah, and Karsten Hank. "Natives’ and Immigrants’ Gender Preferences for Children in Germany." European Journal of Population 36, no. 2 (May 14, 2019): 235–46. http://dx.doi.org/10.1007/s10680-019-09527-y.

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Dissertations / Theses on the topic "Children of immigrants – Germany – Attitudes"

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Hoang, Phu Dinh. "Attitudes of Southeast Asian immigrant students toward counseling /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7782.

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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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Augustin, Sophie, Daniela Rroshi, and Alyssa Schneebaum. "A Chance for Change? Social Attitudes Towards Immigration and the Educational Opportunity of Immigrants' Children." WU Vienna University of Economics and Business, 2019. http://epub.wu.ac.at/7043/1/wp287.pdf.

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This paper proposes a method to study the relationship between voters' attitudes towards immigration and the educational attainment of immigrants and their children, and applies it to Austrian data. We measure attitudes towards immigration using data on political parties' positions regarding immigration and the share of votes that each party received at the regional level. We then study the educational attainment and intergenerational educational mobility of immigrants who grew up in the regions whose political environment we observe. Preliminary results for Austria suggest that, surprisingly, better attitudes towards migration are associated with lower educational attainment for immigrants. However, immigrants are more likely than their native peers to obtain more education than their parents. Here, the returns to more positive attitudes towards immigration play a large role in explaining the mobility gap across migration background.
Series: Department of Economics Working Paper Series
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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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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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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.
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Jung, Su-Jin Sue. "Social Capital and Cultural Identity for U.S. Korean Immigrant Families: Mothers' and Children's Perceptions of Korean Language Retention." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2923.

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Through increasing immigration, the U.S. society is becoming more linguistically and culturally diverse. Yet, as many U.S. language minority groups seek to assimilate, they face many challenges. One challenge is that their home language does not match the dominant language, English, that their children are learning at school. For Korean communities, maintaining Korean language presents a problem for families, especially for the mothers and children. The purpose of this study was to explore the U.S. Korean immigrant mothers' and children's perceptions of and experience with maintaining the Korean language and the effect that has on the development of social capital and cultural identity. I conducted two focus groups--one with mothers, another with their children, using a semi-structured interview protocol. I used narrative inquiry as my qualitative approach and then used thematic analysis to summarize my findings. I identified four major themes: (a) use of Korean language: positive and negative experiences, (b) perspectives on Korean language maintenance: benefits and limitations, (c) effect of parental involvement: provision of social capital, and (d) value of cultural identity formation: acculturation and the reality of learning Korean. This study revealed that parental support for children's heritage language retention seems to have an effect on language maintenance. Thus, because of this seemingly strong relationship, there seem to be significant benefits for children, families, and the overall society when the U.S. educators and other Korean immigrant parents strongly encourage American-born Korean youth to maintain their mother tongue in the U.S.
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Liu, Wei Hong. "Feeding attitudes, practices and traditional dietary beliefs of Chinese mothers with young children in Australia : a mixed methods study." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/62157/1/Wei_Hong_Liu_Thesis.pdf.

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Background and Objectives Obesity and some dietary related diseases are emerging health problems among Chinese immigrants and their children in developed countries. These health problems are closely linked to eating habits, which are established in the early years of life. Young children’s eating habits are likely to persist into later childhood and youth. Family environment and parental feeding practices have a strong effect on young children’s eating habits. Little information is available on the early feeding practices of Chinese mothers in Australia. The aim of this study was to understand the dietary beliefs, feeding attitudes and practices of Chinese mothers with young children who were recent immigrants to Australia. Methods Using a sequential explanatory design, this mixed methods study consisted of two distinct phases. Phase 1 (quantitative): 254 Chinese immigrant mothers of children aged 12 to 59 months completed a cross-sectional survey. The psychometric properties and factor structure of a Chinese version of the Child Feeding Questionnaire (CFQ, by Birch et al. 2001) were assessed and used to measure specific maternal feeding attitudes and controlling feeding practices. Other questions were developed from the literature and used to explore maternal traditional dietary beliefs and feeding practices related to their beliefs, perceptions of picky eating in children and a range of socioeconomic and acculturation factors. Phase 2 (qualitative): 21 mothers took part in a follow-up telephone interview to assist in explaining and interpreting some significant findings obtained in the first phase. Results Chinese mothers held strong traditional dietary beliefs and fed their children according to these beliefs. However, children’s consumption of non-core foods was high. Both traditional Chinese and Australian style foods were consumed by their children. Confirmatory factor analysis revealed that the original 7-factor model of the CFQ provided an acceptable fit to the data with minor modification. However, an alternative model with eight constructs in which two items related to using food rewards were separated from the original restriction construct, not only provided an acceptable fit to the data, but also improved the conceptual clarity of the constructs. The latter model included 24 items loading onto the following eight constructs: restriction, pressure to eat, monitoring, use of food rewards, perceived responsibility, perception of own weight, perception of child’s weight, and concern about child becoming overweight. The internal consistency of the constructs was acceptable or desirable (Cronbach’s α = .60 - .93). Mothers reported low levels of concern about their child overeating or becoming overweight, but high levels of controlling feeding practices: restriction, monitoring, pressure to eat and use of food rewards. More than one quarter of mothers misinterpreted their child’s weight status (based on mothers’ self-reported data). In addition, mothers’ controlling feeding practices independently predicted half of the variance and explained 16% of the variance in child weight status: pressuring the child to eat was negatively associated with child weight status (β = -0.30, p < .01) and using food rewards was positively associated with child weight status (β = 0.20, p < .05) after adjusting for maternal and child covariates. Monitoring and restriction were not associated with child weight status. Mothers’ perceptions of their child’s weight were positively associated with child weight status (β = 0.33, p < .01). Moreover, mothers reported that they mostly decided what (65%) and how much (80%) food their child ate. Mothers who decided what food their child ate were more likely to monitor (β = -0.17, p < .05) and restrict (β = -0.17, p < .05) their child’s food consumption. Mothers who let their child decide how much food their child ate were less likely to pressure their child to eat (β = -0.38, p < .01) and use food rewards (β = -0.24, p < .01). Mothers’ perceptions of picky eating behaviour were positively associated with their use of pressure (β = 0.21, p < .01) and negatively associated with monitoring (β = -0.16, p < .05) and perceptions of their child’s weight status (β = -0.13, p < .05). Qualitative data showed that pressuring to eat, monitoring and restriction of the child’s food consumption were common practices among these mothers. However, mothers stated that their motivation for monitoring and restricting was to ensure the child’s general health. Mothers’ understandings of picky eating behaviour in their children were consistent with the literature and they reported multiple feeding strategies to deal with it. Conclusion Chinese immigrant mothers demonstrated strong traditional dietary beliefs, a low level of concern for child weight, misperceptions of child weight status, and a high overall level of control in child feeding in this study. The Chinese version of the CFQ, which consists of eight constructs and distinguishes between the constructs using food rewards and restriction, is an appropriate instrument to assess feeding attitudes and controlling feeding practices among Chinese immigrant mothers of young children in Australia. Mothers’ feeding attitudes and practices were associated with children’s weight status and mothers’ perceptions of picky eating behaviour in children after adjusting for a range of socio-demographic maternal and child characteristics. Monitoring and restriction of children’s food consumption according to food selection may be positive feeding practices, whereas pressuring to eat and using food rewards appeared to be negative feeding practices in this study. In addition, the results suggest that these young children have high exposure to energy-dense, nutrient-poor food. There is a need to develop and implement nutrition interventions to improve maternal feeding practices and the dietary quality among children of Chinese immigrant mothers in Australia.
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Roberts, Brittanie Alexandria. "The Impact of Documentation Status on the Educational Attainment Experiences of Undocumented Hispanic/Latino Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2083.

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The issue of undocumented immigration has recently taken center-stage in the media and national politics in the United States. A large population of undocumented youth grows up with legal access to public education through high school, following the Supreme Court decision of Plyler vs. Doe, but faces legal and economic barriers to post-secondary education. Following high school, undocumented Hispanic/Latino youth legal protections end, greatly limiting chances for upward mobility through traditional post-secondary education pipelines. In some cases, knowledge of future barriers to post-secondary education leads to a decline in educational motivation. The current political atmosphere makes this study a bit of a moving target as the Obama administration recently passed a reprieve. This reprieve, known as Deferred Action for Childhood Arrivals Process (DACA) does not confer any legal status or open any future path to citizenship. It does, however, grant eligible applicants a work permit, and the opportunity to travel, work, and attend school with a sense of security. The purpose of this thesis is to better understand the perceptions and understandings of undocumented Hispanic/Latino youth and their pursuits of higher education in. It is primarily concerned with the educational issues and opportunities facing these students. This research explores the impact of Hispanic/Latino students' perceptions of legal status barriers on their educational attainment experiences. The different opportunities and obstacles present in access to post-secondary education for undocumented Hispanic/Latino students residing in the United States are examined. This study focuses on the time period just after high school graduation, a critical stage in these students' lives, when undocumented status is particularly consequential. Knowledge about students' perception of their educational progress sheds light on their educational attainment experiences; it illuminates important factors associated with their individual educational experiences. Interactions with teachers, school authorities, their parents, siblings, peers, and other authority figures could be described in connecting personal interpretations and emotional responses to specific events in their lives that they feel helped or hindered their educational progress. Knowing how undocumented Hispanic/Latino youth identify and understand the factors that facilitate or impede their navigation of post-secondary education, will further inform educators and researchers alike. This study offers the possibility of identifying additional factors for educators, researchers, and our communities that hinder or facilitate the educational navigation and success of undocumented students. This type of research is significant as this marginalized population lives and works within the American society; the successes and struggles of these students impacts the United States as a whole. Moreover, these students possess amazing potential; we need to better understand and serve this population in order to both improve their life experiences, and to benefit from their input and abilities.
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Gullupinar, Fuat. "Downward Integration." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12613195/index.pdf.

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The study examines the recent transformations of integration policies and citizenship laws in Germany with a special focus on the experience of the children of Turkish immigrants in Goslar, a small town. By following
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Books on the topic "Children of immigrants – Germany – Attitudes"

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Integration als Ideal - Assimilation als Realität: Vorstellungen von jungen Deutschen und türkischstämmigen Migranten über ein Leben in Deutschland. Göttingen: V & R Unipress, 2010.

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Wahl, Angelika von. Zwischen Heimat und Holocaust: Das Deutschlandbild der Nachkommen deutscher Juden in New York. Frankfurt am Main: P. Lang, 1992.

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Kolinsky, Eva. Foreigners in the new Germany: Attitudes, expectations, perceptions. Keele, Staffs: Centre for Modern German Studies, Keele University, 1995.

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Kahanec, Martin. Political economy of immigration in Germany: Attitudes and citizenship aspirations. Bonn, Germany: IZA, 2007.

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Corak, Miles. A portrait of child poverty in Germany. Bonn, Germany: IZA, 2005.

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Kastoryano, Riva. Etre Turc en France: Réflexions sur familles et communauté. Paris: C.I.E.M.I., 1986.

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Etre Turc en France: Réflexions sur familles et communauté. Paris: C.I.E.M.I., 1986.

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Moser, Sonja. Beteiligt sein: Partizipation aus der Sicht von Jugendlichen. Wiesbaden: VS Verlag für Sozialwissenschaften, 2010.

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Hadjar, Andreas. Ellenbogenmentalität und Fremdenfeindlichkeit bei Jugendlichen: Die Rolle des hierarchischen Selbstinteresses. Wiesbaden: VS Verlag für Sozialwissenschaften, 2004.

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Irish London during the troubles. Dublin: Irish Academic Press, 2012.

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Book chapters on the topic "Children of immigrants – Germany – Attitudes"

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Anstatt, Tanja. "Chapter 7. Language attitudes and linguistic skills in young heritage speakers of Russian in Germany." In Integration, Identity and Language Maintenance in Young Immigrants, 197–224. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/impact.44.c7.

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Anstatt, Tanja. "Chapter 7. Language attitudes and linguistic skills in young heritage speakers of Russian in Germany." In Integration, Identity and Language Maintenance in Young Immigrants, 197–224. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/impact.44.07ans.

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Yagmur, Kutlay, and Fons J. R. van de Vijver. "The Relationship Between First and Second Language Skills of Turkish Bilingual Children: Empirical Evidence from France, Germany and the Netherlands." In Multidisciplinary Perspectives on Acculturation in Turkish Immigrants, 133–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94796-5_6.

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Tucci, Ingrid. "National Context and Logic of Social Distancing: Children of Immigrants in France and Germany." In A Life-Course Perspective on Migration and Integration, 143–64. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1545-5_7.

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Grimm, Marc. "Attitudes of Children and Adolescents in Times of Crisis: Empirical Findings from Germany Between 2015 and 2018." In Children and Adolescents in Times of Crises in Europe, 193–205. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16331-0_12.

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Celero, Jocelyn O. "Settling for Welfare? Shifting Access to Welfare, Migration and Settlement Aspirations of Filipina Single Mothers in Japan." In IMISCOE Research Series, 87–104. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67615-5_6.

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AbstractThis chapter is concerned with Filipina single mothers’ access to diverse forms of welfare assistance in Japan and its impact on their decisions, aspirations and capabilities for migration and settlement. It fundamentally asks: Does access to the welfare system make Filipina migrant mothers settle in or move away from Japan? I argue that welfare arrangements significantly affect Filipina single mothers and the ways in which they raise their children and manage a transnational household. Access to child-rearing, subsidised living and housing benefits in Japan, combined with private welfare arrangements in the Philippines, have enabled them to navigate various life-course events. Analysis of their welfare access across time and space suggests that Filipina immigrants’ migration and settlement aspirations are contingent upon macro-level factors such as the restrictive nature of Japan’s immigration, welfare and labour policies, the ambivalent attitudes of Japanese society towards immigrants and individual factors such as legal status, residency and social networks that influence their socio-economic roles and family-related activities in Japan and the Philippines. Attaining permanent residency in Japan is a utilitarian choice which gives them flexible options for the future. Their aspirations to eventually either return to the Philippines or to settle in Japan are influenced less by the ‘adequate’ social protection available in Japan than by the age of their children, their investments and their dreams of a desirable retirement.
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Jonsson, Jan O. "Immigration and Integration: Key Characteristics of Host Countries and their Immigrants." In Growing up in Diverse Societies, 40–61. British Academy, 2018. http://dx.doi.org/10.5871/bacad/9780197266373.003.0002.

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This chapter provides a context to the integration of children of immigrants and their families by outlining key characteristics of our four survey countries, England, Germany, the Netherlands and Sweden. For many immigrants, these countries are arguably very similar: affluent, safe, modern, democratic and predominantly secular. There are however differences: For example, the Netherlands and Sweden appear to be more ‘child friendly’, and Sweden has more ‘immigrant-friendly’ policies and shows less immigrant-sceptic popular attitudes, while England hosts more highly qualified immigrants. A substantial difference between our four countries lies in the composition of the immigrant population, with large heterogeneity in arriving groups (for example, in their human capital and host country language skills) and their reasons for migrating (labour migrants or refugees). In perspective of such differences, it is a challenge to assign inter-country differences in immigrant integration to receiving countries' differences in policy or other characteristics.
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Kogan, Irena. "Ethnic Minority Youth at the Crossroads: Between Traditionalism and Liberal Value Orientations." In Growing up in Diverse Societies, 303–32. British Academy, 2018. http://dx.doi.org/10.5871/bacad/9780197266373.003.0012.

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This chapter explores how sexual liberalisation values differ between young people with an immigrant background and their majority peers in Sweden, Germany, the Netherlands and England. It focuses in particular on cultural aspects of immigrant integration, including acculturative change associated with immigrant generations, as well as youth’s varying ethno-cultural heritages and religious affiliations. Analyses document the tendency to more-conservative attitudes among minorities with a more traditional background, in terms of both religious affiliation and country of origin. That cultural imprints are resilient towards acculturative tendencies is also sustained by our findings of no significant differences between first- and second-generation immigrants. Consistently across all four CILS4EU countries, the more religious individuals displayed lower levels of sexual liberalism, other things being equal. Parents are proved to be influential in young people’s value formation, with the congruence of values between parents and children being significantly stronger in more-religious families. Finally, the study highlights the assimilative role of interethnic mixing in terms of either intermarriages or young people’s interethnic friendship ties.
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Ilatov, Zinaida Z., and Shmuel Shamai. "Israeli Students’ Attitudes toward Children-Immigrants from Russia." In Immigration to ISRAEL, 273–86. Routledge, 2017. http://dx.doi.org/10.4324/9780203789049-16.

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Raoufi, Schole. "The Children of Guest-Workers in The Federal Republic of Germany: Maladjustment and its effects on Academic Performance *." In Educating Immigrants, 113–36. Routledge, 2017. http://dx.doi.org/10.4324/9781315114651-6.

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Conference papers on the topic "Children of immigrants – Germany – Attitudes"

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Veldhoen, Karine, and Antonia DeBoer. "Story as Community - Life-wide Literacy to Transform Learning Loss and Isolation to Community Literacy and Joy." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1704.

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The pandemic laid bare: all homes aren’t equitable learning spaces. Yet, education has long considered the family and home an extension of learning. // As a liberatory act, education must consider responsive, resilient practices for equity. // If education considers the family and home as an essential learning space, a continuation of the learning experience, the inequities must be addressed. In fact, Ulrike Hanemann (2015) argues for systemic change in the attitudes of societies to support learning as a life-wide process, disrupting the idea that it is merely a classroom-based endeavor, and expanding it to include literacy learning, in particular, as situated in social practice and understood as a continuum of learning. Hanemann advocates the development of ‘literate families,’ ‘literate communities,’ and ‘literate societies.' // Yet, currently, this assumption is essentially inequitable. Arguably, it is not just literacy learning, but learning in general which must be situated equitably within society-at-large. // For the past decade, Niteo’s work (www.niteo.org) has almost exclusively focused on our global literacy equity, but now we also turn to address Covid-19’s impact on local literacy in Canada. // There are many challenges to SDG4 and literacy in Canada. Pre-pandemic, Canadian Children’s Literacy Foundation’s statistics reported one out of eight students below the age of 15 and a quarter of early readers in Canada were not reading at grade level. For newcomers to Canada, the average literacy gap is equal to 3.5 years of schooling. This is not limited to newly-arrived newcomers, as established immigrants (10+ years in Canada) have a similar gap. Now, compounding this reality for newcomers is the impact of Covid - slowed academic progress, isolation, and loneliness. // We have learned much from our East African partners and can mirror their community literacy work here. // In a 2022 pilot, local newcomer families nominated by educators or NGOs, paired with UBC-O students, undertook an interest-based, intergenerational exploration of literacy learning in the spirit of play. Literacy access and equity were addressed by utilizing the resources of libraries to inspire the joy of reading. Activities together were built around Niteo’s two open education resources, When We Give Children Books and MicroCredential: Leadership in Literacy. The objective was to cultivate joyously literate communities through a focus on family-wide literacy habits to promote lifelong learning. // As a pathway to resilience and the delivery of a life-wide learning experience, this paper focuses on the Niteo pilot project "Story as Community" and its implications.
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