Academic literature on the topic 'Immigrant beliefs'
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Journal articles on the topic "Immigrant beliefs"
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Udani, Adriano, and David C. Kimball. "Immigrant Resentment and Voter Fraud Beliefs in the U.S. Electorate." American Politics Research 46, no. 3 (August 7, 2017): 402–33. http://dx.doi.org/10.1177/1532673x17722988.
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Public beliefs about the frequency of voter fraud are frequently cited to support restrictive voting laws in the United States. However, some sources of public beliefs about voter fraud have received little attention. We identify two conditions that combine to make anti-immigrant attitudes a strong predictor of voter fraud beliefs. First, the recent growth and dispersion of the immigrant population makes immigration a salient consideration for many Americans. Second, an immigrant threat narrative in political discourse linking immigration to crime and political dysfunction has been extended to the voting domain. Using new data from a survey module in the 2014 Cooperative Congressional Election Study and the 2012 American National Election Study, we show that immigrant resentment is strongly associated with voter fraud beliefs. Widespread hostility toward immigrants helps nourish public beliefs about voter fraud and support for voting restrictions in the United States. The conditions generating this relationship in public opinion likely exist in other nations roiled by immigration politics. The topic of fraudulent electoral practices will likely continue to provoke voters to call to mind groups that are politically constructed as “un-American.”
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Khan, Sahar. "Raising Canadian-stanis: Parenting in Muslim Pakistani Communities in Canada." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 12, no. 2 (January 1, 2020): 48–59. http://dx.doi.org/10.29173/cjfy29512.
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In this paper, the intersectionality approach is used to understand how being a Muslim Pakistani immigrant affects being a parent. I look into how parents want to pass down their religious and cultural beliefs, such as family honour, and how those beliefs shape their children who are conflicted between two cultures. Beliefs on marriage and dating are also vastly different for Pakistani immigrant parents from those who are part of the dominant culture in Canada. I look into how marriage practices from back home are attempted to be brought over to Canada and how finding a partner can cause conflict between immigrant parents and their children. I also look into how sex and sexuality can cause conflict between parents and their children due to traditional beliefs and religious views. Finally, I look at how issues such as racism and discrimination can affect how Pakistani immigrants parent their children.
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Nollenberger, Natalia, Núria Rodríguez-Planas, and Almudena Sevilla. "The Math Gender Gap: The Role of Culture." American Economic Review 106, no. 5 (May 1, 2016): 257–61. http://dx.doi.org/10.1257/aer.p20161121.
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This paper investigates the effect of gender-related culture on the math gender gap by analysing math test scores of second-generation immigrants, who are all exposed to a common set of host country laws and institutions. We find that immigrant girls whose parents come from more gender-equal countries perform better (relative to similar boys) than immigrant girls whose parents come from less gender-equal countries, suggesting an important role of cultural beliefs on the role of women in society on the math gender gap. The transmission of cultural beliefs accounts for at least two thirds of the overall contribution of gender-related factors.
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Sampson, McClain, Melissa I. M. Torres, Jacquelynn Duron, and Michele Davidson. "Latina Immigrants’ Cultural Beliefs About Postpartum Depression." Affilia 33, no. 2 (November 28, 2017): 208–20. http://dx.doi.org/10.1177/0886109917738745.
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It is estimated that U.S. Latinas have a higher risk of developing postpartum depression (PPD) than the general population, with even higher risk among immigrant Latinas. We conducted three focus groups with immigrants from Mexico and Central America (19) inquiring about cultural messages regarding PPD. Groups were conducted in Spanish, and thematic analysis was used to uncover themes. Themes are presented within three categories: views of PPD, cultural messages and beliefs that prevent treatment seeking, and suggestions to promote treatment seeking. Community and family-led efforts to decrease stigma and normalize PPD are suggested.
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Maestas, Annette Gault, and Joan Good Erickson. "Mexican Immigrant Mothers’ Beliefs About Disabilities." American Journal of Speech-Language Pathology 1, no. 4 (September 1992): 5–10. http://dx.doi.org/10.1044/1058-0360.0104.05.
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Khattab, Nabil. "Ethnicity and higher education: The role of aspirations, expectations and beliefs in overcoming disadvantage." Ethnicities 18, no. 4 (May 30, 2018): 457–70. http://dx.doi.org/10.1177/1468796818777545.
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The papers in this issue examine various aspects of ethnic differences in higher education. The first three papers, all of which focus on Britain, attempt to explain the very high motivation behind enrollment in higher and further education by ethnic minority students. These papers argue that investment in higher education is a defiance strategy that is used by ethnic minorities to counterbalance the effect of ethnic penalties. It seems that aspirations are still significant in shaping the educational attainment and are fuelled by the grim structural barriers facing ethnic minorities. The anticipation of labour market discrimination on the one hand, and the belief in the value of education as the main means for social mobility on the other hand, lead ethnic minorities in Britain to over-invest in education. The fourth paper tells a different story, in that immigrant students experience systematic disadvantages throughout their school careers including a much lower enrollment in higher education. These young immigrants hold more negative perceptions towards the value of education, not only in comparison with their Italian counterparts, but it seems also in comparisons with minority young people in Britain. However, in the last paper, the results resemble the British case, in that the second generation students hold higher academic expectations than their non-immigrant origin peers, and that these higher expectations are associated with higher levels of persistence and attainment. The authors here highlight the importance of the theory of immigrant optimism in explaining the between-groups differences. However, this theory does not seem to have strong explanatory power in the Italian case, if anything, perhaps ‘immigrant pessimism’ is a better theory to explain the low aspirations for higher education and poor educational attainment among immigrants in Italy. Of course, further evidence is required to substantiate this claim.
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Malika, Nipher, Oyinkansola Ogundimu, Lisa Roberts, Qais Alemi, Carlos Casiano, and Susanne Montgomery. "African Immigrant Health: Prostate Cancer Attitudes, Perceptions, and Barriers." American Journal of Men's Health 14, no. 4 (July 2020): 155798832094546. http://dx.doi.org/10.1177/1557988320945465.
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Prostate cancer (PCa) is the second leading cause of cancer-related death among Black men who present with higher incidence, mortality, and survival compared to other racial groups. African immigrant men, however, are underrepresented in PCa research and thus this research sought to address that gap. This study applied a social determinants of health framework to understand the knowledge, perceptions, and behavioral tendencies regarding PCa in African immigrants. African immigrant men and women residing in different parts of the country (California, Texas, Colorado, Oklahoma, and Florida) from various faith-based organizations, African community groups, and social groups were recruited to participate in key informant interviews ( n = 10) and two focus groups ( n = 23). Four themes were identified in this study: (a) PCa knowledge and attitudes—while knowledge is very limited, perceptions about prostate health are very strong; (b) culture and gender identity strongly influence African health beliefs; (c) preservation of manhood; and (d) psychosocial stressors (e.g., financial, racial, immigration, lack of community, and negative perceptions of invasiveness of screening) are factors that play a major role in the overall health of African immigrant men. The results of this qualitative study unveiled perceptions, attitudes, beliefs, and knowledge of PCa among African immigrants that should inform the planning, development, and implementation of preventive programs to promote men’s health and PCa awareness.
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Friberg, Jon Horgen, and Erika Braanen Sterri. "Decline, Revival, Change? Religious Adaptations among Muslim and Non-Muslim Immigrant Origin Youth in Norway." International Migration Review 55, no. 3 (January 25, 2021): 718–45. http://dx.doi.org/10.1177/0197918320986767.
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This article explores religious adaptation among immigrant-origin youth in Norway, using the first wave of the Children of Immigrants Longitudinal Study in Norway (CILS-NOR). To capture different dimensions of religious change, we distinguish between 1) level of religiosity, measured by religious salience and religious practices, and 2) social forms of religious belief, measured as the level of rule orientation and theological exclusivism. We compare immigrant-origin youth in Norway with young people in their parents’ origin countries, using the World Value Survey. We then compare immigrant-origin youth who were born in Norway to those who were born abroad and according to their parents’ length of residence in Norway. As expected, immigrant-origin youth from outside Western Europe—and those originating in Muslim countries in particular—were more religious than native and western-origin youth and more rule oriented and exclusivist in their religious beliefs. However, our results suggest that a process of both religious decline and religious individualization is underway among immigrant origin youth in Norway, although this process appears to unfold slower for Muslims than for non-Muslims. The level and social forms of religiosity among immigrant-origin youth are partially linked to their integration in other fields, particularly inter-ethnic friendships. We argue that comparative studies on how national contexts of reception shape religious adaptations, as well as studies aiming to disentangle the complex relationship between religious adaptation and integration in other fields, are needed.
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Pivnick, Lilla K. "Nonparental Caregivers, Parents, and Early Academic Achievement Among Children from Latino/a Immigrant Households." Sociological Perspectives 62, no. 6 (May 31, 2019): 884–906. http://dx.doi.org/10.1177/0731121419851093.
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Drawing on ecological systems and social capital perspectives, this study uses the Early Childhood Longitudinal Study–Birth Cohort to investigate links between early nonparental caregiver beliefs about early academic skills and children’s math and reading achievement in kindergarten with special attention to the children from Latino/a immigrant households. Regression analyses revealed that nonparental caregiver beliefs were associated with academic achievement at kindergarten entry and that types of alignment or misalignment between nonparental caregiver and parental beliefs were differentially associated with math achievement but not reading. Notably, the association between nonparental caregiver beliefs and children’s academic achievement was more consequential for children from Latino/a immigrant households. Results suggest that having nonparental caregivers with low early academic skills beliefs may be especially detrimental for children from Latino/a immigrant households.
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Mantovani, Debora, Giancarlo Gasperoni, and Marco Albertini. "Higher education beliefs and intentions among immigrant-origin students in Italy." Ethnicities 18, no. 4 (May 30, 2018): 603–26. http://dx.doi.org/10.1177/1468796818777549.
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The article addresses beliefs about higher education and ensuing intentions among a large sample of upper secondary school leavers in Italy, with a focus on children of immigrants. ‘Foreign’ students currently account for 7% of upper secondary students, and their incidence has been growing over time. Only a minority of non-Italian students continue their studies at the university level versus a majority of Italians. The article investigates the extent to which students of non-Italian origin differ from their native fellow students in terms of characteristics associated with a higher likelihood of enrolling in tertiary education The study draws on a survey involving over 5600 last-year upper secondary students – 525 of whom are of immigrant origin – in Italy during the 2013/14 school year. After a brief overview of the evolution and current situation of first and second generations in Italian upper secondary schooling, the text describes similarities and differences between native and non-native students with regard to a set of key features. An exploration of school leavers’ beliefs about the benefits of higher education and its link to the labour market reveals that immigrant-origin students have slightly less favourable views of higher education with respect to their Italian schoolmates. Finally, the analysis turns to school leavers’ intentions to enrol at university, which is examined via a set of binomial regression models, which suggest that immigrant-origin youths’ weaker higher education intentions are largely due to prior decisions in favour of non-academic school tracks.
Dissertations / Theses on the topic "Immigrant beliefs"
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Che, Mustafa Mazlina. "Supporting Asian immigrant English language learners : teachers’ beliefs and practices." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2015. http://hdl.handle.net/10092/10382.
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This phenomenological study explores the beliefs and practices of New Zealand early childhood teachers in supporting English acquisition for Asian immigrant English language learners (ELLs). The focus of the study is on the analysis of early childhood teachers’ beliefs about how they can support English acquisition among Asian immigrant ELLs and how these beliefs influence the teachers’ practices in early childhood education (ECE) settings.
The theoretical framework of this research draws on a range of sociocultural perspectives, including (i) the sociocultural positions initially defined by Lev Vygostky (1978), (ii) the notion of guided participation articulated by Barbara Rogoff (2003), (iii) theories of second language acquisition discussed by Lantolf and Thorne (2000), and by Krashen (1982, 1985), and (iv) acculturation as addressed by Berry (2001).
The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two ECE centres. Four Asian parents participated in interviews to ascertain the parents’ perspectives about their children’s learning of English and their maintenance of home language. Research methods for the teachers included observations and semi-structured pre- and post-observation interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers supported the ELLs as they acquired English.
The findings were analysed using thematic analysis, and presented three themes: English dominance, social cultural adaptation, and guided participation. These themes impacted the learning experiences of the Asian immigrant ELLs and other children attending the ECE as well as the teaching approaches of the early childhood teachers. The findings revealed that there were dissonances between the teachers’ beliefs and their practices, as well as variation between individual teachers’ beliefs and practices. Because of a significant increase in the number of ELLs in New Zealand ECE centres, it is important for early childhood teachers to understand the emphasis upon sociocultural theories in the ECE curriculum, so that they can effectively apply these theories to their practices. This study will provide a basis from which to consider how early childhood teachers in New Zealand can draw upon sociocultural perspectives to better support ELLs as they acquire English, while valuing and supporting their linguistic and cultural backgrounds.
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Hwang, Eun Jin. "A COMPARISON OF THE CULTURAL/ETHNIC PERCEPTIONS AND EDUCATIONAL BELIEFS OF KOREAN IMMIGRANT AND NON-IMMIGRANT FAMILIES." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/596.
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As a critical unit for identifying family-constructed meanings of education, a deeper contextual understanding of Korean immigrant parents' cultural/ethnic perceptions in relation to educational beliefs should be central to culturally responsive education designed to support Korean immigrant families. It is necessary for educators to examine the beliefs and practices of Korean immigrant families around education in order to broaden the educational conversation and mutual understanding between parents and teachers for effectively facilitating their children's learning and socialization. The purpose of this dissertation is to investigate the variations in cultural/ethnic perceptions and educational beliefs about childrearing and early schooling among three Korean parent groups: (a) 79 Korean immigrant parents in the U.S., (b) 98 Korean parents with no transnational experiences outside of the country of origin, Korea, and (c) 42 transnational parents in Korea who have returned from the U.S. to Korea. It examined the relationships between cultural/ethnic factors and Korean parents' educational beliefs about young children's learning and socialization. This study was a mixed methods design. Research findings from the quantitative survey data indicate several significant intracultural variations in cultural/ethnic perceptions and educational beliefs and noteworthy relationships among variables (e.g., between socio-demographic factors and acculturation, between enculturation and educational beliefs, etc.). Probing further through interviews, this study qualitatively explored four Korean immigrant parents' cultural/ethnic experiences with their children's schooling to raise additional questions regarding beliefs, attitudes, and values emerging in daily family lives. The findings indicate that Korean immigrant families encounter dual processes of acculturation and enculturation, that is, integration rather than assimilation, that can be potentially challenging for facilitating their children's learning and socialization. (Cho, Chen, & Shin, 2010; Miyoshi, 2011; Song, 2010). The findings suggest that Korean immigrant families develop particular culture-belief structures derived from experiences of socio-cultural transformations between their own socio-cultural contexts and the mainstream school settings of their children. This study provides a critical foundation for a contextual understanding of Korean immigrant parents' educational beliefs and practices related to early school schooling while being acculturated into the dominant school culture and curriculum. The implications are discussed for culturally responsive education.
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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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Redha, Afrah N. "Immigrant Arab women : knowledge, beliefs and attitudes towards breast cancer and cancer awareness practice." Thesis, University of Portsmouth, 2015. https://researchportal.port.ac.uk/portal/en/theses/immigrant-arab-women(caba81d9-56e3-4d32-b288-2ca93f370beb).html.
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Background: Breast cancer is the most common cancer among women of all ethnic groups. Breast cancer awareness reduces mortality and improves survival rates, but low levels of awareness have been attributed to various factors. To date, little is known about what factors influence breast cancer awareness among immigrant Arab women in the UK. The aim of this research was to explore the knowledge, attitudes and beliefs related to breast cancer awareness practices with Arab women living in England. Methodology: A qualitatively driven mixed methods approach was adopted. The first phase used semi-structured one-to-one interviews with 10 women. The second phase comprised two focus groups with 34 women from Portsmouth and London. A quantitative approach using the Breast Cancer Awareness Measurement questionnaire was also administered to describe first and second generation women’s knowledge, perceived risk factors and barriers to seeking medical help, compare and contrast data from these two paradigms. Findings: A lack of knowledge about breast cancer awareness, among Arab women of both generations, was evident across two phases. Revealing that socio-cultural, religious beliefs and health services barriers play an important role in shaping Arab women’s experiences and practices. Comparisons across generations showed trends towards increased knowledge for second generation women, but the findings were not statistically significant except anticipated delay in seeking help (p < 0.001). The second phase, focus group discussions, revealed both strengths and weakness of current breast cancer educational leaflets with suggestions to improve format, layout, content and availability. The qualitative data provided contextual data on additional barriers which were, not revealed in the B-Cam measurements and descriptors. Conclusion: Low levels of knowledge and lack of confidence among Arab women indicate a strong need to increase relevant breast cancer awareness such as mass media and community health campaigns, together with an enhanced participation of health care providers.
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Yin, Y. "Cultural perspectives of mental health beliefs and treatment expectations within the Chinese immigrant community." Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/16160/.
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This research study explores the mental health beliefs and mental health treatment expectations in the context of cultural perspectives within the Chinese immigrant community in the UK. Using a constructivist grounded theory methodology, intensive interviews were used to collect data from twelve participants. The participants were all first generation Chinese immigrants who had experience of using mental health services in the United Kingdom within the previous five years. The data analysis resulted in the emergence of four categories: experiences in the context of cultural perspectives, changing mental health beliefs, evaluations of the service and a review of treatment expectations. Category one accounts for the ways in which participants construct and perceive the meanings of their experiences, viewpoints, emotions and attitudes in relation to Chinese cultural perspectives surrounding the subject of mental health. Category two explores the way that initial mental health beliefs are changed by the experiences individuals have while accessing mental health services. Category three sheds light on how the mental health service is evaluated by the individual. Category four considers treatment expectations for the current mental health service. In examining all the above categories, a layered interrelationship emerges which contributes to the construction of the theoretical model. This study suggests a theoretical model that allows the understanding of mental health beliefs and mental health treatment expectations in the context of cultural perspectives within the Chinese immigrant community. The current literature indicates that Chinese immigrants and their mental health needs have received little attention to date. The theoretical model presented here offers a novel framework that accounts for a multiplicity of aspects that are pertinent to the construction of mental health beliefs and treatment expectations in the context of Chinese cultural perspectives for the studied population. The insight gained can be utilised by counselling psychologists as a guide to assist in working with Chinese clients and providing a culturally appropriate and competent service. Furthermore, learning can also be gained from elements of traditional Chinese philosophy to inform and inspire counselling psychologists in the UK.
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Petelo, Elodie Gisele Martine. "Beliefs about the education of children : a comparison of Hispanic immigrant and Anglo-American parents /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd879.pdf.
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Madsen, Diana. "Relation between Crime and Immigration in the Nordic countries : A Narrative Literature Review on the period of 2015-2020." Thesis, Malmö universitet, Institutionen för kriminologi (KR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43957.
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The period 2015-2020 has remained limitless in terms of missing data on crime and immigration in the Nordic countries, starting from the number of irregular and undocumented migrants and asylum seekers, continuing with the underrepresented immigrant statistics in crime. This paper consists of a complex understanding of immigration processes across the Nordic region, establishing narrow themes associated with crime and immigration. The findings of this paper presented five essential links to the criminality among the immigrant population in the Nordic countries during 2015-2020, that were compiled from the majority of the current available studies in this research field. At this point, the paper represents official data from the Nordic countries and a narrow literature review of recent studies, which depicted immigrants as more often suspected of crimes compared to the ethnic populations, assuming that it could have established a false social identity of an individual with foreign background. The reason of that supposition is explained by the findings on migrants to be overrepresented in crime, biased “immigrant beliefs” and yet evident immigrant labelling.
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Ortiz, Francisco B. "ETHNIC IDENTITY AND SENSE OF SCHOOL BELONGINGNESS: BEHAVIORS AND BELIEFS OF IMMIGRANT HISPANIC STUDENTS AND PARENTS." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/55.
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For many decades, the number of minority students, particularly Hispanics, dropping out from school has been noticeable to say the least (Rumberger, 1995). These students have in the past and continue in the present to struggle with the educational system, and it is certain, but not clear, that various factors contribute to Hispanics’ poor academic performance and not being able to graduate from High School (Rumbaut & Cornelius, 1995). Some of these factors are organized in three groups: School-Related; Parental-Related; and Student-Related. Thus, this study is an attempt to understand how immigrant students and parents are currently responding to the challenges of dealing with a foreign educational system. The focus is primarily on how students have to manage a sense of identity while they are trying to incorporate to their schools, and how parents are supporting their children and keeping a dialogue with the schools. It was hypothesized that students’ overall ethnic identity would correlate significantly with students’ psychological sense of school belonging. Quantitative results showed no statistical correlations between students’ ethnic identity and students’ sense of school membership. A forced entry multiple regression analysis was conducted to evaluate if any of the subscale scores on the MEIM predicted sense of school belongingness. The predictors were Affirmation and Belonging, Ethnic Identity Achievement, Ethnic Behaviors, and Other-group orientation, while the criterion variable was the total score on the PSSM. The Affirmation and Belonging subscale was the only subscale that was significantly related to psychological sense of school belongingness.
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Fancott, Carol A. "Cultural values, beliefs, and attitudes of immigrant Chinese women towards physical activity and exercise, a qualitative inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58883.pdf.
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Choi, Yoon Joon. "DETERMINANTS OF CLERGY BEHAVIORS PROMOTING SAFETY OF BATTERED KOREAN IMMIGRANT WOMEN." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2352.
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Studies have shown that not only are clergy members the first persons from whom battered women seek help, but also a great number of clergy counsel battered women every year (Martin, 1989; Rotunda, Williamson, & Penfold, 2004). The role of the church and clergy are especially critical for the Korean immigrant community in the U.S. because Korean immigrants greatly underutilize existing services and rely heavily on their respective churches for assistance with various issues, including domestic violence (Boodman, 2007; Kim, 1997). Korean churches and clergy members have the potential to be active partners in providing intervention services and to serve as a major force for preventing domestic violence, yet there is no study that directly examines Korean clergy’s responses to domestic violence in their congregations and the factors related to their responses. Recognizing this gap in knowledge, this study was designed to examine how patriarchal, religious, and cultural values of Korean clergy members affect their responses to domestic violence in their congregations. Based on the radical feminist theory and intersectionality theory, it was hypothesized that younger clergy, clergy that have lived longer in the U.S., clergy with more pastoral counseling education, clergy with less religious fundamentalist beliefs, clergy with more egalitarian gender role attitudes, and clergy who do not adhere strongly to Korean cultural values will indicate more behaviors that promote safety of Korean battered women. A cross-sectional survey design utilizing mixed methods was used in this study with data collection through mail and online surveys. The sample was drawn from the Korean Business Directory (The Korea Times Washington D.C., 2010) that includes mailing addresses and phone numbers of 388 Korean American churches in Virginia and Maryland. A total of 152 Korean American ministers participated in this study by completing and returning a self-administered mail survey or accessing a web-based survey, yielding a 40.5% return rate. Results from both quantitative and qualitative analyses indicated that many Korean American clergy are torn between safety of battered women and sacredness of marriage in responding to domestic violence cases in their church. They first try to work toward reconciliation of couples through couples counseling and marriage enrichment seminars, and when this effort is not successful, then they refer to other resources such as domestic violence programs and therapists. Younger Korean American ministers, ministers who have lived in the U.S. longer, and ministers who adhere to Korean cultural values less were more likely to endorse behaviors that promote safety of Korean battered women. Religious fundamentalist beliefs, pastoral counseling education, and gender role attitudes did not account for a significant amount of variance associated with Korean clergy responses to domestic violence. Many Korean American clergy considered themselves as important figures who are best suited to deal with cases of domestic violence in their churches and recognized the need to work and build collaborative relationships with other professionals. Only small number of Korean American clergy felt well prepared to deal with domestic violence cases; however, they are willing to attend training on domestic violence, and many of them stressed the importance of clergy training on domestic violence in ensuring safety of battered women. Implications for social work practice and research are discussed.
Books on the topic "Immigrant beliefs"
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Macintyre, Martha. Shifting latitudes, changing attitudes: Immigrant women's health experiences, attitudes, knowledge and beliefs. Carlton, Victoria, Australia: Key Centre for Women's Health, University of Melbourne, 1995.
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Fernandez, Raquel. Culture: An empirical investigation of beliefs, work, and fertility. [Minneapolis, Minn.]: Federal Reserve Bank of Minneapolis, 2005.
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Raquel, Fernandez. Culture: An empirical investigation of beliefs, work, and fertility. Cambridge, MA: National Bureau of Economic Research, 2005.
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Itineranti, Catholic Church Pontificio Consiglio della Pastorale per i. Migranti e. gli. Migranti e pastorale d'accoglienza: Quaderni universitari : commenti all'istruzione Erga migrantes caritas christi (II parte). Citt ̉del Vaticano: Libreria Editrice Vaticana, 2006.
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Cultural values, beliefs, and attitudes of immigrant Chinese women towards physical activity and exercise: A qualitative inquiry. Ottawa: National Library of Canada, 2001.
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Rothe, Eugenio M., and Andres J. Pumariega. Immigration, Cultural Identity, and Mental Health. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190661700.001.0001.
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Immigration, Cultural Identity, and Mental Health is a unique book because it explains culture and identity from a developmental perspective, exploring the psychological, social, and biological aspects of the immigrant and refugee experience in the United States and how they help to shape the person’s cultural identity. It also covers the sociological, anthropological, political, and economic aspects of the immigrant experience and how these variables impact mental health, thus presenting the experience of migration and acculturation from a very broad and humanistic perspective, illustrated with multiple real-life case examples. The book explains how a broader access to travel and new communication technologies are responsible for the rapid global dissemination of cultural norms, values, and beliefs across national borders, facilitating a process of inter-culturation, in which both the new arrivals and members of the host culture are influenced and transformed by their interactions with one another and how American children, adolescents and young adults are at the forefront of such new multicultural identity formation. It describes the emergence of transnational identities, the meaning of pilgrimages, the experiences of return migrations and the importance of the American narrative, which is at its core, an immigrant narrative. This is a book about the American identity and how immigrants have been absorbed into American society and how they continue to enlarge and transform America and the cultural identities of its inhabitants.
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Daws, Maureen Mary. Health beliefs regarding tuberculosis among adult Vietnamese immigrants. 1995.
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González, Gabriela. “La Idea Mueve” (The Idea Moves Us). Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199914142.003.0008.
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The concluding chapter explains how race had served defenders of slavery by providing them with an excuse to hold men and women in bondage. For their inhumane treatment of Africans during the Age of Enlightenment to be justified, their humanity needed to be ideologically stripped away—scientific racism served that purpose. Racist theories also kept other groups in subaltern positions. Mexicans with mestizo, mulatto, and Indian genealogies experienced racialization in the United States. Simply put, Americans, proud of their liberal political heritage and their democratic institutions, needed to see oppressed groups as somehow sub-human in order to reconcile their political beliefs with the nation’s less than egalitarian realities. It is for this reason that the politics of redemption practiced by Mexican immigrant and Mexican American activists merits attention.
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Cheah, Joseph. Buddhism, Race, and Ethnicity. Edited by Michael Jerryson. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199362387.013.16.
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This chapter argues that race and ethnicity have been central factors in the development of US Buddhism. It begins with a construction of North American convert Buddhism, whose antecedent goes back to a process of Orientalism initiated by Brian Houghton Hodgson, Eugene Burnouf, and other founding figures of Western Buddhism. Then it examines the term “ethnic Buddhist” as a problematic and unstable category, an assimilationist underpinning in the theories employed by many investigators of US Buddhism that treats ethnicity as an extension of race, the employment of racial formation theory in the study of US Buddhism, the limitation of totalizing teleology and the use of Gramscian theory to transcend the limits of teleology, and the pivotal role that human agency has played in the adaptation of Buddhist practices and beliefs by Asian immigrant Buddhists to the US context.
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Van Baalen, Susan. Islam in American Prisons. Edited by Jane I. Smith and Yvonne Yazbeck Haddad. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199862634.013.014.
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This chapter explores the gradual legitimization of the beliefs and practices of Islam in US prisons, analyzing the factors that led to the pronounced shift from “Black Muslim” to Sunni Islam over a fifty-five-year period (mid-1950s‒2010). An understanding of the history of prison Islam offers insights into the motivation of black Americans to embrace Islam and the reasons why correctional staff and the general public are suspicious of incarcerated Muslims. Program accommodations to protect prisoners’ religious rights are described to enhance the understanding of the complexities involved in providing a rich experience of Islam during incarceration and preparing prisoners for entry into the wider community of global Islam upon their release. A brief analysis of interactions between various factions—immigrant, black American, Sunni, Shia, Sufi, Salafi, and Wahhabi clarifies issues related to prison conversion to Islam and to the perceived extremist threat created by the mass incarceration of under-educated and marginalized. Muslim prisoners.
Book chapters on the topic "Immigrant beliefs"
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Misra, Ranjita, and Elizabeth C. Kaster. "Health Beliefs." In Encyclopedia of Immigrant Health, 766–68. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_332.
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Padmawidjaja, Inna A., and Ruth K. Chao. "Parental Beliefs and Their Relation to the Parental Practices of Immigrant Chinese Americans and European Americans." In Asian American Parenting and Parent-Adolescent Relationships, 37–60. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-5728-3_3.
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Shi, Yanchun. "Education on and Religious Beliefs of the “Manchurian Immigrants”." In Exploring the Social Life of Japanese “Manchurian Immigrants”, 97–125. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2085-3_4.
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LeMoine, Rebecca. "Civic Myths through Immigrant Voices." In Plato's Caves, 133–58. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190936983.003.0004.
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This chapter examines the treatment of foreigners in Plato’s Menexenus. The Menexenus appears to offer some of the most striking evidence of Platonic xenophobia, as it features Socrates delivering a mock funeral oration that glorifies Athens’s exclusion of foreigners. When readers play along, however, with Socrates’ exhortation to imagine the oration through the voice of its alleged author, Aspasia, Pericles’ foreign mistress, the oration becomes ironic or dissonant. This dissonance arises in part because Aspasia, a foreigner, speaks disparagingly of foreigners. Yet it also arises because Aspasia is the metic mother of an Athenian citizen, even though her speech praises the pure-blooded, autochthonous nature of Athenians. This chapter thus expands on the central argument that cross-cultural engagement exposes contradictions in the civic beliefs of Athenians by showing how the intersection of national origin and gender can magnify this effect.
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Ekstrand, Lars Henric. "Unpopular Views on Popular Beliefs about Immigrant Children: Contemporary Practices and Problems in Sweden." In Educating Immigrants, 184–213. Routledge, 2017. http://dx.doi.org/10.4324/9781315114651-9.
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Hammond, Marie S., Amy B. Berman, Andrew M. Reid, Michael O. Oyeteju, and Matthew Kettelhake. "STEM-Related Career Development of Immigrant and International College Students at an Historically Black University." In Examining the Career Development Practices and Experiences of Immigrants, 26–55. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5811-9.ch002.
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Post-secondary education serves as a transition between secondary education and the world of work for many individuals, including visiting international students and immigrants. These latter groups are present on campuses in the U.S. bringing varying goals and beliefs. However, little research or practice could be found to address the potential career development needs of this group. This chapter explores the role of gender, academic major, and familial influences on a sample of immigrant and international students' career development (n = 125). Participants completed STEM-specific measures of career interest and commitment. Data were analyzed for differences between Immigrant and International students, genders, and institution type, finding significant differences on four career development measures. Significant differences were also found between groups on three of the six contextual factors, and on comparisons to other diverse samples.
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Smith, Christian, and Amy Adamczyk. "The New Immigrants and Religious Parenting." In Handing Down the Faith, 117–60. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190093327.003.0006.
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Immigrant parents often encounter unique challenges in transmitting religious culture and beliefs to their children. Drawing on information from a range of immigrant parents, this chapter seeks to describe the cultures of faith transmission operating among immigrant parents, as they seek to pass on their distinct traditions in ways that are also consonant with their children’s experiences growing up in America. Focusing on four distinct groups of parents—Muslims, Buddhists, Hindus, and Hispanic/Latino Catholics—this chapter addresses how these parents practice their religion in America today and how they perceive and engage with the American mainstream. The chapter illustrates immigrant parents’ unique challenges in transmitting faith to their children and their shared goals to preserve their values and traditions.
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Smith, Cynthia, and Lily Thukral. "Coping with Homework: Two Intercultural Mothers’ Experiences with Their Children’s Schoolwork in Japan." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 94–117. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/5.
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In this autoethnographic comparative case study, the researchers examined the parental involvement of two immigrant mothers in Japan in their children’s schoolwork. The Hoover-Dempsey and Sandler theoretical framework (Hoover-Dempsey & Sandler, 1997; Hoover-Dempsey et al., 2005) was used to investigate the influence of motivational beliefs, invitations to involvement from others, and life context variables on their involvement. Using qualitative data from surveys and interviews, the study found that additional linguistic and cultural factors specific to the mothers’ immigrant status negatively affected their engagement and attitudes toward homework and school. This chapter provides implications for school policies and support for minority families in Japan. Strategies for immigrant parents’ successful involvement are also suggested.
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Rice, Alison. "Activist Cinéma-monde in Paris: Filming Foreigners in the French Capital." In Cinéma-monde. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474414982.003.0012.
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Recent films set in Paris have called attention in various ways to the diversity of cultures, beliefs, and languages that come together in the French capital. This chapter examines four films characterized as ‘activist’. Whether it is a question of the intersecting fates of Malian or Romanian immigrants in the French capital in Austrian director Michael Haneke’s Code inconnu (2000), the life-or-death situation of an Algerian immigrant who has been forced into prostitution in Coline Serreau’s Chaos (2001, France), the purposely hilarious socio-political activism of a young woman whose father is an immigrant from Algeria and whose newfound love is of Jewish descent in Michel Leclerc’s Le nom des gens (2010), or the spontaneous kindness a witness to a fatal hit-and-run accident shows to the Moldavian victim’s wife in Catherine Corsini’s Trois mondes (2012), it is clear that these filmmakers have turned an attentive eye to the injustices that mark the experience of those from elsewhere whose trajectories have brought them to the City of Lights.
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Seo, Youngmin. "Understanding the Teaching Strategy of Korean Heritage Language Teachers in Community-Based Heritage Language Schools." In Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, 69–86. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3448-9.ch004.
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The goal in this qualitative study is to contribute to the growing understanding that heritage language (HL) teachers' literacy teaching beliefs and children's home linguistic environment mediate teachers' HL teaching strategies, including the micro-level language policy. Following the brief history of Korean HL schools in the USA, a case study conducted at two community-based Korean HL schools in California is presented. The primary data were collected through multiple teacher interviews and participant-observations in two Korean heritage language schools. The characteristics of two HL teachers' instruction capture their beliefs about literacy teaching and micro-level language policy in the classroom. The challenges of Korean-only instruction and HL education are discussed in relation to students' linguistic home environments and macro-level linguistic policy of the USA. The author concludes with the implications and recommendations for HL teachers, HL schools, and administrators regarding how to support bilingual competences and literacies of young children in minority communities.
Conference papers on the topic "Immigrant beliefs"
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Penman, Joy, and Kerre A Willsher. "New Horizons for Immigrant Nurses Through a Mental Health Self-Management Program: A Pre- and Post-Test Mixed-Method Approach." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4759.
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Aim/Purpose: This research paper reports on the evaluation of a mental health self-management program provided to immigrant nurses working at various rural South Australian aged care services. Background: The residential aged care staffing crisis is severe in rural areas. To improve immigrant nurses’ employment experiences, a mental health self-management program was developed and conducted in rural and regional health care services in South Australia. Methodology: A mixed approach of pre- and post-surveys and post workshop focus groups was utilized with the objectives of exploring the experiences of 25 immigrant nurses and the impact of the mental health program. Feminist standpoint theory was used to interpret the qualitative data. Contribution: A new learning environment was created for immigrant nurses to learn about the theory and practice of maintaining and promoting mental health. Findings: Statistical tests showed a marked difference in responses before and after the intervention, especially regarding knowledge of mental health. The results of this study indicated that a change in thinking was triggered, followed by a change in behaviour enabling participants to undertake self-management strategies. Recommendations for Practitioners: Include expanding the workshops to cover more health care practitioners. Recommendations for Researchers: Feminist researchers must actively listen and examine their own beliefs and those of others to create knowledge. Extending the program to metropolitan areas and examining differences in data. E technology such as zoom, skype or virtual classrooms could be used. Impact on Society: The new awareness and knowledge would be beneficial in the family and community because issues at work can impact on the ability to care for the family, and there are often problems around family separation. Future Research: Extending the research to include men and staff of metropolitan aged care facilities.
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Shilubane, Hilda, and Lunic Khoza. "P124 Attitudes and beliefs regarding HIV and AIDS among immigrants in mopani district, south africa." In Abstracts for the STI & HIV World Congress (Joint Meeting of the 23rd ISSTDR and 20th IUSTI), July 14–17, 2019, Vancouver, Canada. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/sextrans-2019-sti.301.
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Soelistyarini, Titien Diah. "The World through the Eyes of an Asian American: Exploring Verbal and Visual Expressions in a Graphic Memoir." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.6-5.
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This study aims at exploring verbal and visual expressions of Asian American immigrants depicted in Malaka Gharib’s I was Their American Dream: A Graphic Memoir (2019). Telling a story of the author’s childhood experience growing up as a bicultural child in America, the graphic memoir shows the use of code-switching from English to Tagalog and Arabic as well as the use of pejorative terms associated with typical stereotypes of the Asian American. Apart from the verbal codes, images also play a significant role in this graphic memoir by providing visual representations to support the narrative. By applying theories of code-switching, this paper examines the types of and reasons for code-switching in the graphic memoir. The linguistic analysis is further supported by non-narrative analysis of images in the memoir as a visual representation of Asian American cultural identity. This study reveals that code-switching is mainly applied to highlight the author’s mixed cultural background as well as to imply both personal and sociopolitical empowerment for minorities, particularly Asian Americans. Furthermore, through the non-narrative analysis, this paper shows that in her drawings, Gharib refuses to inscribe stereotypical racial portrayal of the diverse characters and focuses more on beliefs, values, and experiences that make her who she is, a Filipino-Egyptian American.
Reports on the topic "Immigrant beliefs"
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David, Michele M. Communication, Cultural Models of Breast Cancer Beliefs and Screening Mammography: An Assessment of Attitudes Among Haitian Immigrant Women in Eastern MA. Fort Belvoir, VA: Defense Technical Information Center, July 2001. http://dx.doi.org/10.21236/ada403640.
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