Dissertations / Theses: 'Children of immigrants'

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Tang, Choi-ping. "Family factors affecting immigrant student language achievement : a case study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20379675.

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Balistreri, Kelly Stamper. "WELFARE AND THE CHILDREN OF IMMIGRANTS: TRANSMISSION OF DEPENDENCE OR INVESTMENT IN THE FUTURE?" Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1149535268.

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Serdarevic, Mirsad. "Mediating effects of parenting on immigrant youth educational and psychological outcomes /." Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1617387651&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-123). Also available in ProQuest, free to University of Oregon users.

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Bendavid-Streiner, Zohar Carleton University Dissertation Psychology. "Between two worlds; daughters of immigrants." Ottawa, 1992.

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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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Vadgama, Dimple. "Children of Immigrants: Parenting the Future of America." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/23.

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According to Cohn (2015), by the year 2065 about one-in-three Americans would be an immigrant or have immigrant parents projecting that incoming immigrants, and their children will steer majority of the United States (U.S.) population growth in the next 50 years. According to the projections for 2065, 78 million will be immigrants and 81 million will be individuals born in the U.S. to immigrant parents (see Figure 1). After immigrants from Mexico and China, the third largest immigrant group residing in the U.S. is from Asian-Indian origin. The percentage of Asian-Indian immigrants compared to all other immigrants in the U.S. has consistently proliferated. Considering this pattern of incoming Asian-Indian immigrants, research on parental involvement among Asian-Indians raising children who are U.S. citizens and future Americans is sparse. According to a national level study on paternal involvement with young children, “virtually no research has examined fatherhood among immigrants. Eighteen percent of current births are to mothers born outside of the U.S.; if the fathers also are foreign-born, this is a major gap in existing knowledge” (U.S. Department of Education, 2001, p. 22). The current study aimed to understand Asian-Indian immigrant couples’ factors influencing fathers’ involvement with school-aged children (6-10 years). Specifically, the study focused on the marital adjustment, parenting self-efficacy and gender-role beliefs about parenting. Parenting is believed to be codependent and nested within a family and cultural structure. While parenting research consistently demonstrates more maternal involvement with children, often fathers’ involvement gets little or no attention. One of the major limitations of fathering research is single source data, often comprising of only mothers’ reports. The purpose of this study was to address this research gap by examining the nested nature of human development using family systems theory. Actor-partner interdependence model (APIM), a type of dyadic data analysis, was used to examine the actor (spillover) and partner (crossover) effects of parents’ independent variables on their as well as their partners’ reports of paternal involvement. Self-report surveys were collected from 127 Asian-Indian immigrant parents. All the measurement scales had high reliabilities. Results for fathers revealed significant spillover effects of marital adjustment, parenting self-efficacy, and parenting gender role beliefs on fathers’ involvement, and for mothers, only marital adjustment effect on their reports of father involvement. These findings indicate that father involvement is enhanced when both fathers’ and mothers’ are adjusted in their marriage, when fathers’ feel competent in their parenting role and they have egalitarian gender beliefs about parenting. Partner or crossover effects were found from mothers’ marital adjustment onto fathers’ reports of involvement and, fathers’ parenting self-efficacy onto mothers’ reports of fathers’ involvement. These partner effects reveal that fathers’ involvement depend on how adjusted mothers are in their marriage and, mothers’ reports of fathers’ involvement depend on how efficient fathers are in their parenting role. In summary, the current study strongly supported family systems theory and demonstrated how the current immigrant parents, and the future families of America, adapt to succeed and re-structure lives in their ‘new home’.

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Chindalo, Pannel. "Immigrant minorities' stories a narrative analysis /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq39180.pdf.

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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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Man, Kam-fung Angie. "The newly arrived children : adapting to life in Hong Kong : academic and social adaptability problems of the newly arrived children /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24534365.

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Poon, Wai-han Susan. "Working with new immigrant children from Mainland China : a study of social workers in children and youth centres /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20133510.

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11

Ramos, Oscar. "U.S. citizen children, undocumented immigrant parents how parental undocumented status affects citizen children's educational achievement /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p1463895.

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Thesis (M.A.)--University of California, San Diego, 2009.
Title from first page of PDF file (viewed June 16, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 95-98).

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Carlsson, Erik. "Fertility intentions of the children of immigrants in Sweden." Thesis, Stockholms universitet, Sociologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-148279.

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Damas, de Matos Ana Sofia. "The labour market integration of immigrants and their children." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/655/.

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This thesis examine three distinct aspects of the labour market integration of immigrants and their children in the host country. The first chapter looks at the early careers of immigrants to shed light on the mechanisms driving the immigrant wage growth in the first years in the host country. I use a unique linked employer employee panel covering all wage earners in the private sector in Portugal to follow the careers of immigrant men. I show that in the first ten years in the country immigrants close one third of the initial immigrant-native wage gap and that one third of this wage catch-up is accounted for by immigrants gaining access to better paying firms. I then suggest an economic assimilation mechanism which highlights imperfect information about immigrant productivity and show that its predictions are in line with the data. The second chapter offers a longer term perspective of the economic assimilation of immigrants by turning to the labour market performance of the second generation. The chapter uses a unique survey of children of immigrants from Turkey, Morocco and ex-Yugoslavia, and children of natives in 15 European cities to closely compare their educational and labor market outcomes. Although the second generation performs on average worse than the children of natives in most outcomes considered, all differences are explained by differences in socio-economic background. While the first chapter focused on the dynamics of the wage gap over time, the third chapter studies the differences in the level of the wage gap across immigrant populations. The chapter provides a comparison of the wage gaps by country of origin in two major host countries, the UK and the US, in order to disentangle country of origin effects from immigrant selection. I show that the wage gaps by country of origin are strongly correlated in the two host countries and that virtually all the correlation is accounted for by differences in country of origin specific returns to education.

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Mao, Sahra, and Kacy Sundell. "Children of Immigrants: The Impact of Biculturalism on Identity." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17647.

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Abstract This research project deals with the experiences of children of immigrants in Sweden regarding biculturalism and personal identity. Using a method of qualitative interviewing we aim at answering the following research question: What effects of biculturalism have children of immigrants in Sweden experienced? What perceptions do children of immigrants have regarding the effects of biculturalism on their personal identity? This study uses the social identity theory approach as a framework for the analysis because it helps explain how the social context can affect identity formation. Key words: children of immigrants, identity, biculturalism, ethnical identity.

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Anyawie, Maurice. "The Patterns of First Marriage among Children of Immigrants." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1616669220568585.

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Jacobsen, Wade Clinton. "Parental Involvement and Academic Achievement Among Children of Immigrants." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2390.

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Using Bourdieu's model of social and cultural reproduction, I examine student achievement and parental involvement levels across seven immigrant nationalities: Cambodian, Cuban, Filipino, Laotian, Mexican, Nicaraguan, and Vietnamese. I then analyze the relationships between five parental involvement types and GPA, while controlling for student, family, and school characteristics. Finally, I test for interaction effects to examine variations across groups. Results point to parent expectations as a strong predictor of student success, especially among Cubans, Filipinos, and Vietnamese, while other dimensions of parental involvement have little or no effect. Bourdieu's model may not be adequate among immigrant parents and their children who follow a pattern of dissonant acculturation.

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Lee, Lung-hei Michael. "A study on the perception of the educational problems confronted by the new immigrant children from mainland China." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811760.

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White-Davis, Gerald E. "Adaptation of Jamaican immigrants in American schools : problems and possibilities /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1122633x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Paul Byers. Dissertation Committee: Herve Varenne. Includes bibliographical references (leaves 206-219).

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Kress, Margaret Rose. "A reanalysis of Boas's Hebrew immigrant data comparisons of foreign-born and US-born children living in early 20th century America /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-05232007-200834/.

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Kim, Sujeong. "Identity, difference, and power : the construction of identities among second-generation Korean Americans /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3089471.

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Davies, Leahnata. "Understanding Use of Care for African Immigrants with Autistic Children." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5617.

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The number of African immigrants in the United States is increasing. The incidence of children diagnosed with autism spectrum disorder in the United States is also on the rise. Despite these increases, little information exists about the adequacy of care for African immigrants with autistic children in the United States. The purpose of this grounded theory study was to understand the factors that affect use of care for African immigrants with autistic children in the United States. Using Aday-Anderson model of health care utilization framework, this study focused on African immigrants in the United States who had children with Autism Spectrum Disorder from age 2- to 15-years-old. I used open, axial and selective coding to analyze my data and come up with a theory about utilization of care for African immigrants with autistic children. The results of this study showed a need for education to influence African immigrants to use care for their autistic children. Despite cultural stronghold, the use of care for African immigrant with autistic children was influenced by education, experience, need and recommendation. The African immigrant ASD Utilization of Care Model emerged. The positive social change implication of this study is improving the use of care for African immigrants with autistic children. African immigrants with autistic children in the United States will benefit from this study.

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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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Wong, Mei-shan. "Crossing the world's busiest border for knowledge : cross-border students in Hong Kong /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24534183.

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Boakye-Agyeman, Grace. "Reunification experiences of immigrant single mothers and their children in Canada." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83157.

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Five immigrant single mothers were interviewed to explore the dynamics of the relationship between immigrant single mothers and their children when they reunite in Canada. Difficulties, in attachment, parenting, and the transition into the new culture were identified. Immigration policies about foreign domestic workers and delays in emigration process were factors that prolonged separation between mothers and their children. The mothers agreed that separation from their children contributed to the difficulties, but physical and psychological preparation before reunification lessened the challenge. Loving and listening to children, and involvement in the Christian mono-ethnic community churches were identified as effective coping strategies. Culturally sensitive approaches by social workers with these clients are recommended.

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Azzolini, Davide. "Immigrant-native educational gaps: A systematic inquiry into the schooling of children of immigrants throughout the Italian education system." Doctoral thesis, Università degli studi di Trento, 2012. https://hdl.handle.net/11572/368374.

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This dissertation provides an empirical inquiry into the schooling of children of immigrants in Italy. Combining two distinct research strandsâ€”i.e., studies on immigrant adaptation and research on social stratificationâ€”I regard education as a key factor for the structural integration and the chances of social mobility of children of immigrants in the receiving society. The study contributes to the empirical literature in several respects. First, it adds fresh evidence from a novel destination of international migration, like Italy, which has attracted impressive numbers of immigrants in the past recent years, and which differs from more traditional receiving countries in regard to some key institutional settings and features of the migratory phenomenon. Second, it extends to the national level the empirical research on Italy, which has been almost entirely limited to small-scale and local studies so far. The empirical analyses point to a pronounced disadvantage for children of immigrants in both learning achievement and educational attainment and throughout all educational levels, from primary to upper secondary education. Youths with immigrant background exhibit lower learning achievements, especially in reading; obtain lower marks; and enrol in shorter and vocational oriented schoolsâ€”which substantially reduce their chances to access tertiary education. Also, they are more likely to leave the education system without obtaining any qualification and thus are more at risk of entering the lower segments of the labor market with limited chances of upward mobility. Although, in general, second-generation children (i.e., native-born children with foreign-born parents) outperform their first-generation counterparts (i.e., foreign-born children with foreign-born parents)â€”indicating that immigrant generational status is an important determinant of educationâ€”differences in the educational outcomes of the first and the second generation appear rather small and are often insignificant. However, highly diverging generational patterns are tacking place between different national-origin groups. Whereas some groups (e.g., Northern and sub-Saharan Africans) display severe disadvantages as well as inconsistent generational gains, some other groups (i.e., Eastern Asians) display a strong progress across generations and are undistinguishable from their native counterparts. In line with previous research carried out in other European countries, social background accounts for large parts of the observed immigrant-native differencesâ€”underscoring the key role played by socioeconomic resources in affecting children's educational outcomes in Italy. However, the contribution of social background is heterogeneous across groups, being stronger for the least disadvantaged national-origin groups and weaker for the most disadvantaged ones. Further research is needed to disentangle the mechanisms underlying these diverging patterns as well as to provide an empirical test for hypotheses related to the different social capital endowments of families.

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Azzolini, Davide. "Immigrant-native educational gaps: A systematic inquiry into the schooling of children of immigrants throughout the Italian education system." Doctoral thesis, University of Trento, 2012. http://eprints-phd.biblio.unitn.it/738/1/Azzolini_Davide_PhD_SSS_2.pdf.

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This dissertation provides an empirical inquiry into the schooling of children of immigrants in Italy. Combining two distinct research strands—i.e., studies on immigrant adaptation and research on social stratification—I regard education as a key factor for the structural integration and the chances of social mobility of children of immigrants in the receiving society. The study contributes to the empirical literature in several respects. First, it adds fresh evidence from a novel destination of international migration, like Italy, which has attracted impressive numbers of immigrants in the past recent years, and which differs from more traditional receiving countries in regard to some key institutional settings and features of the migratory phenomenon. Second, it extends to the national level the empirical research on Italy, which has been almost entirely limited to small-scale and local studies so far. The empirical analyses point to a pronounced disadvantage for children of immigrants in both learning achievement and educational attainment and throughout all educational levels, from primary to upper secondary education. Youths with immigrant background exhibit lower learning achievements, especially in reading; obtain lower marks; and enrol in shorter and vocational oriented schools—which substantially reduce their chances to access tertiary education. Also, they are more likely to leave the education system without obtaining any qualification and thus are more at risk of entering the lower segments of the labor market with limited chances of upward mobility. Although, in general, second-generation children (i.e., native-born children with foreign-born parents) outperform their first-generation counterparts (i.e., foreign-born children with foreign-born parents)—indicating that immigrant generational status is an important determinant of education—differences in the educational outcomes of the first and the second generation appear rather small and are often insignificant. However, highly diverging generational patterns are tacking place between different national-origin groups. Whereas some groups (e.g., Northern and sub-Saharan Africans) display severe disadvantages as well as inconsistent generational gains, some other groups (i.e., Eastern Asians) display a strong progress across generations and are undistinguishable from their native counterparts. In line with previous research carried out in other European countries, social background accounts for large parts of the observed immigrant-native differences—underscoring the key role played by socioeconomic resources in affecting children's educational outcomes in Italy. However, the contribution of social background is heterogeneous across groups, being stronger for the least disadvantaged national-origin groups and weaker for the most disadvantaged ones. Further research is needed to disentangle the mechanisms underlying these diverging patterns as well as to provide an empirical test for hypotheses related to the different social capital endowments of families.

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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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Jasso, Martinez Juan Antonio. "Characteristics and practices of recent Mexican immigrant families of secondary students experiencing high and low levels of success in school : a comparative study /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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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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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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Siminovskaia, Olga. "Bildungs- und Berufserfolge junger Migranten Kohortenvergleich der zweiten Gastarbeitergeneration /." Wiesbaden : VS, Verlag für Sozialwissenschaften, 2008. http://www.myilibrary.com?id=120624.

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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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Poon, Wai-han Susan, and 潘惠. "Working with new immigrant children from Mainland China: a study of social workers in children and youthcentres." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31250579.

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Ho, Hsin-Jui. "A comparative perspective on educational policies for children of immigrants in Taiwan." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3848.

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The education of immigrant children is a persistent concern in many western countries. Taiwan has begun to face this challenge in the last decade. The immigrants in this context are mostly females from Southeast Asia and mainland China, on the basis of marriage to a Taiwanese resident. Since Taiwanese society holds a prejudice against them, the children born to foreign mothers are believed to have a negative impact on the quality of the Taiwanese population and to create particular educational problems. The study employs an interpretive approach combining components of international comparison and policy research. Within this qualitative methodology, mixed methods were used to collect data and gain multiple understandings of the phenomenon in Taiwan. These methods of document analysis, semi-structured interviews and participant observation of foreign mothers’ communities, along with a documentary review of the UK experience of educational policy for immigrant children from the 1960s onwards, provide a comparative perspective that has considerable reference value for Taiwan. It was found that the children of immigrant mothers in Taiwan do not appear to underachieve or fall behind, in contrast to the prejudice held by Taiwanese society. The study also explores the characteristics of disadvantage of children born to immigrant mothers. Through the comparative historical review of the UK and Taiwan, the study also found that when people are faced with different cultures, their attitudes appear to move through in a similar process of adjustment which interacts with and responds to policy formulation. In addition, some recommendations for educational policy for children of immigrant mothers in Taiwan are discussed. The study proposes that learning plural mother tongues is a means to improve these children’s self-identity, allowing them to develop bilingual advantages and contribute to the country’s competitiveness.

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Lan, Di. "Education and Labour Market Outcomes of Children of Immigrants - Evidence from Australia." Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/22500.

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Australia is distinguished by the high proportion of migrants and what is generally regarded as a successful immigration program. This thesis compares the post-school choices and outcomes of a set of first- and second- generation Australian immigrants to their native counterparts. We explore two dimensions of commonly measured socioeconomic outcomes, namely educational and labour market success for young individuals. Utilising information from Longitudinal Surveys of Australian Youth (LSAY) data, labour market and education outcomes of two sets of young Australians born in 1993-1994 and 1978-1982 are considered. Differences exist in the education and employment outcomes among the first- and second-generation immigrant groups at the first and fifth year after school. Overall analysis suggests that the behaviour and outcomes of young Australians are closely related to the ethnic background of parents. The post-high school paths are associated with parental and own attitudes including the explicit expectation on work or study, educational investments, and learning effort. Second-generation immigrants are found to experience a different post-school path than their native counterparts but achieve similar education attainment and hourly wage rates five years after secondary schooling is completed. Findings in this thesis corroborate the role of immigrant optimism and immigrant background; and imply that the experiences of children of immigrants in Australia are consistent with the modern straight-line assimilation theory.

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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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Abad, Neetu Suresh. "The influence of paternal autonomy-support upon ethnic culture identification among second-generation immigrants." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4949.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 22, 2007) Includes bibliographical references.

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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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DiGiammarino, Anna Maria. "Me and school the elementary and secondary school experiences of first-generation Canadian males of Italian heritage." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/MQ59166.pdf.

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Choi, Ye Ri 1973. "Chinese immigrant children : predictors of emotional and behavioural problems." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99162.

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Most recent Canadian studies on the mental health and behavioural problems of Canadian immigrant children have focused on the impact of various socioeconomic and demographic factors. To better understand the emotional and behavioural problems of immigrant children, it is important to look beyond the children's family demographics and to assess the broader social context. The current study explored the effects of immigrant children's social relationships within families and peer groups, as well as the effects of their demographic backgrounds, on the children's behavioural problems. This paper is based on the data for 182 Chinese immigrant children aged 11 to 13 years old collected from the New Canadian Children and Youth Study (NCCYS) 1st Wave in Montreal. Measures of the social relationships and behavioural problems include the following three tools: children's perceptions of their emotional and behavioural problems scales (five subscales); children's perception of parental relationships (parental nurturance, parental rejection, and relationships with parents); peer relationships (social competence, involvement with peers in trouble, and participating in bullying). The regression results indicated that immigrant children's relationships with both parents and peers were the most significant predictor of specific behaviour problems. Demographic factors, especially family structure, gender, and ethnicity, were also found to influence behavioural problems of Chinese immigrant children. In order to improve the integration and adaptation process for immigrant children and their families with adjustment difficulties in their social relationships and behavioural problems, relevant intervention and prevention programs (including early identification of children at risk, developing pro-social skills, improving parent-child interaction skills) need to be developed in school settings in collaboration with the community, by government, and by ethno-specific community groups.

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Lui, Yik-man Jodie. "Psychological adjustment to acculturatuve stress among Chinese adolescent immigrants the role of coping flexibility, locus of control, and social support /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841392.

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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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Greene, Kaylin M. Hernandez Daphne. "Health insurance coverage among children of immigrants does mother's region of origin matter? /." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-4770/index.html.

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Butcher, Lorena S. "Mother tongue literacy maintenance among the children of recent Chinese immigrants in Brisbane." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36707/1/36707_Digitised%20Thesis.pdf.

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While the Queensland government's desire to have more bilingual Australians in English and Chinese has resulted in teaching Chinese to English speaking children, this thesis argues that the children of recent Chinese immigrants, who already have had some schooling in Chinese before coming to Australia, have even greater potential to be bilingual, biliterate, and bicultural in Chinese and English if their Ll literacy skills continue to develop while they are learning English and learning through English. This study attempts to investigate what actually happens to the Ll literacy skills of these children by interviewing a number of parents. Twenty-nine parents were interviewed. The results seemed to indicate that the majority of school-aged children of recent Chinese immigrants do not continue with formal literacy training in Chinese upon arrival in Australia. However, although most parents do not provide continual formal literacy training for their children, many foster Chinese literacy development and some parents provide a surprsingly rich Chinese literacy environment for their children. In fact, the study shows that there are signs that the Chinese literate environment among the Chinese community in Brisbane is becoming increasingly rich. What seems to be lacking among Chinese parents is information regarding the educational benefits of bilingualism. If the government is to conserve human resources, there seems to be an urgent need to inform future Chinese migrant parents of the importance of continuing with Chinese literacy training among their children.

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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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Wong, Ka-yuen. "Innovative teaching practice to address the needs of students from Mainland China a case study of primary one /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040367.

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Tsakanika, Monika Domenica. "Family influences on the development of vocational interests in adolescent children of immigrants : a test of Holland's propositions regarding occupational type development." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28545.

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This study tests the validity of Holland's (1985a) principles regarding the parent-offspring vocational type agreement in immigrant families. Moreover, it examines and compares the influence of parental ethnicity, SES and level of education on the parental-offspring type agreement in immigrant and non-immigrant families. Finally, it explores the role of child's gender on the parent-offspring type agreement.
Data were collected through the administration of (1) The Vocational Preference Inventory (VPI, revised) (Holland, 1985b), and (2) The Personal Data Questionnaire (PDQ) (developed by the researcher) to high school and college students. The immigrant sample consisted of 100 Canadian-born children of Greek-born immigrants to Canada. The non-immigrant sample consisted of 80 children of Canadian-born, Anglophone parents.
The results revealed: (a) no significantly high agreement between Parental and Offspring Typology in either ethnic group; (b) no significant influence of parental ethnicity, SES or level of education on the Parent-Offspring Type agreement in either ethnic group; (c) significant influence of offspring's gender on the Parent-Offspring Type agreement, which is higher for the male than the female offspring, in both ethnic groups.
The above results do not validate Holland's (1985a) propositions that parental types produce similar vocational types of offspring in immigrant or non-immigrant families. Yet, it was found that parents do influence offspring's vocational choices, in ways that need to be further studied with larger samples of different ethnic populations.

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Ammirati, Theresa Perri. "Making the grade : academic literacies and first-generation college students in a highly selective liberal arts college /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3115619.

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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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Matthews, Robert C. "The littlest immigrants: the immigration and adoption of foreign orphans." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/64992.

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This dissertation examines a unique class of immigrants: foreign orphans adopted by American families. Those children accounted for 18,000 adoptions in 1984 and 1985, or 20 percent of non-relative adoptions in the United States. This rapidly increasing class of immigrants is subject to Federal regulation of immigration and to State regulation of adoption. Visa petitions for foreign orphans, filed by adopting American citizens, are the only immigration petitions for permanent residence that are subject to a State veto. Regulation of intercountry adoption in the United States exposes adopting citizen parents to significant variations in requirements, costs, time, etc., and even in the ultimate issue of Federal approval of their immigration petition - all based on the State in which they reside. This dissertation will make a case for changing the U.S. Code to eliminate the interjurisdictional confusion in which 50 systems of orphan immigration take the place of a unitary Federal system of immigration. The dissertation uses Supreme Court opinions with a more traditional policy analysis to show that the current system conflicts with fundamental constitutional values of individual rights and federalism. Conversely, the advocated change is shown to be on solid constitutional ground. The dissertation does not argue that the current system is "unconstitutional," but that the system fosters inequity and interjurisdictional confusion which Congress can and should correct. The dissertation examines the immigration and adoption elements involved, provides new data on American and intercountry adoption, and reviews American and foreign procedures. This establishes that intercountry adoption is a major alternative in American family building, that the system is safe, the children are healthy and that the system is closely regulated by the U.S. Immigration and Naturalization Service, the State Department, and, in foreign countries, by national ministries, juvenile courts and other institutions. Problems often associated with intercountry adoption are shown to be based on misinformation and a lack of familiarity with the extent of Federal and foreign regulation. Conversely, the State role is shown to be duplicative and based on less than compelling constitutional grounds. The dissertation challenges the notion that State jurisdiction over family relations justifies a State role in intercountry adoption and shows that some State policies on foreign adoption are based on unrealistic assumptions about States' administrative and technical capacities. Similarly, the dissertation shows that mandating a role for American adoption agencies in intercountry adoption (as some States now require) is inappropriate, and that a pre-emptive State role does not add constructively to the regulatory system. The State role adds to delays and costs incurred by citizens, with no additional public benefit.
Ph. D.

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Dissertations / Theses on the topic 'Children of immigrants'

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