To see the other types of publications on this topic, follow the link: Migrant children.
Dissertations / Theses on the topic 'Migrant children'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Migrant children.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Homer, Mona U. "Television and migrant children." Thesis, Homer, Mona U. (1993) Television and migrant children. Honours thesis, Murdoch University, 1993. https://researchrepository.murdoch.edu.au/id/eprint/49734/.
Full textAbstract:
This study is in the tradition of audience reception research and has its focus on the relationship between television viewing and the everyday life of a group of children, who had recently migrated to Australia from non-English speaking countries.
The research method applied in this study is ethnographic, using indepths interviews with the children as well as some observations about the television viewing activity in their homes.
In chapter one, I present the theoretical context in which this case study can be located.
Chapter 2 discusses the research method and provides profiles of the children.
Chapter 3 is concerned with the description of television's place in the lives of individual children, in order to give insight into social and cultural aspects of their television experiences.
Chapter 4 examines some common themes in the children's television use, highlighting how the collective experience of being a recent migrant has influence on television viewing.
The thesis is rounded off by some concluding remarks.
2
Bajic-Hajdukovic, Ivana. "Belgrade parents and their migrant children." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1445991/.
Full textAbstract:
Anthropologists and other social scientists have striven to explain the causes and brutality of the dissolution of Yugoslavia in the early 1990s and the subsequent wars in Slovenia, Croatia, Bosnia-Herzegovina, and Kosovo. Consequently most subsequent anthropological studies have concentrated on issues of nationalism, genocide, and war crimes. Less attention has been paid to other consequences of this disintegration such as the massive internal and external migration during and after the war. This thesis examines the consequences of this outward migration from urban Serbia since the 1990s. In contrast to studies which concentrate on migrants' experiences, I focus on the relationship between elderly parents in Belgrade and their migrant children in London, New York, Toronto, and Sydney, using a material culture perspective to analyze the transformation of basic kinship ties between parents and children. This perspective provides insights into how people become or resist becoming 'refugees', 'migrants', 'guestworkers', 'Serbs' or 'mothers of emigrants.' Activities such as gifting practices, including those involving food and drinks are shown to have a significant impact upon social status both in countries of origin and destination. During twelve months of ethnographic fieldwork carried out in London and Belgrade in 2005/2006, my research focused on homes, gifts and remittances, all of considerable significance to informants. These provide valuable and original insights into parent-child dynamics in the context of post- conflict migration. The most contested genre was remittances which, contrary to a prevailing development discourse, created humiliation and even disgrace among Belgrade parents more than financial relief and economic security. This forms part of a larger conclusion that for parents, their children's migration from post-1990 Serbia represents not a gain but a permanent, traumatic loss. On a larger scale, this thesis contributes to understanding social transformation and its effect on kinship ties in a post-conflict and post-communist Serbian society.
3
Macdonald, Winifred L. "English speaking migrant children in educational and cultural transition." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1322.
Full textAbstract:
The purpose of the research was to investigate whether cultural dissonance was experienced by a group of migrant students during educational and cultural transition to new education systems which shared cultural markers of language and ethnicity. Cultural dissonance is defined in this study as:A sense of discord or disharmony, experienced by participants in cultural change where cultural differences are found to occur which are unexpected, unexplained and therefore difficult to negotiate and which inhibit behavioural adaptation.The study utilised case histories of children from forty-seven families. The respondents in the research were the children's parents. The families had emigrated from the United Kingdom to Western Australia during the period 1985-1995.The families reported receiving little information about education systems in Western Australia prior to migration. In the post-migration period, little official information was provided at system or at school level. Because placing the children in schools was a priority for the families, encounters with Western Australian education systems took place within a few weeks of their arrival as migrants.This lack of prior information meant that cultural differences in educational provision were unexpected and unexplained. In particular, families encountered unexpected problems in the appropriate placement of their children in Western Australian schools. Accented English and differences in word usage led to unexpected rejection and teasing. The perceived failure on the part of schools to address these and other differences caused confrontations between parents and many schools and disrupted the children's educational progress. These discordant experiences and difficulties led to what, in this study, is characterised as cultural dissonance.The implications for the study are discussed on two levels. With particular reference to Western Australian education systems, the lack of induction policies for English-speaking migrant children was apparent. There appeared to be no system or school level guidelines which mandated the use of printed matter, provided at State system level to address these difficulties. The schools were not seen to make good use of the information parents provided about the children's educational stages. The intervention of teachers at classroom level to discourage teasing was seen as ineffective and in two cases teachers contributed to the problems being encountered.On a more general level, the study has implications for attitudinal change within Australian society towards the reception of skilled and financially secure migrant new criteria for entry to Australia have implications for the socio-economic status of potential migrants. The self-identity of these families is influenced by their status in the social hierarchies of their country-of origin. Skilled and professional families are likely to resist policies for their children's induction being seen as a low priority in Western Australian schools simply because of the child's migrant status.The research findings gave rise to recommendations that:Information of education systems in Western Australia should be made available to all intending migrant families with children.Induction policies for all migrant children should be in place and be utilised in Western Australian schools.The formulation of policy takes account of the effects of changes to migrant socio- economic status, brought about by the changes to the criteria for entry to Australia.The study concluded that shared markers of language and ethnicity were not sufficient to ensure that the cultural differences in education systems were not experienced by the families. A lack of prior information on those differences and a lack of induction policies for the children led to difficulties and to experiences of cultural dissonance for the families.
4
Kilanowski, Jill Francesca Nadolny. "Health disparities carnival and migrant worker children /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154458828.
Full text
5
Macdonald, Winifred L. "English speaking migrant children in educational and cultural transition." Curtin University of Technology, Faculty of Education, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10503.
Full textAbstract:
The purpose of the research was to investigate whether cultural dissonance was experienced by a group of migrant students during educational and cultural transition to new education systems which shared cultural markers of language and ethnicity. Cultural dissonance is defined in this study as:A sense of discord or disharmony, experienced by participants in cultural change where cultural differences are found to occur which are unexpected, unexplained and therefore difficult to negotiate and which inhibit behavioural adaptation.The study utilised case histories of children from forty-seven families. The respondents in the research were the children's parents. The families had emigrated from the United Kingdom to Western Australia during the period 1985-1995.The families reported receiving little information about education systems in Western Australia prior to migration. In the post-migration period, little official information was provided at system or at school level. Because placing the children in schools was a priority for the families, encounters with Western Australian education systems took place within a few weeks of their arrival as migrants.This lack of prior information meant that cultural differences in educational provision were unexpected and unexplained. In particular, families encountered unexpected problems in the appropriate placement of their children in Western Australian schools. Accented English and differences in word usage led to unexpected rejection and teasing. The perceived failure on the part of schools to address these and other differences caused confrontations between parents and many schools and disrupted the children's educational progress. These discordant experiences and difficulties led to what, in this study, is characterised as cultural dissonance.The implications for the study are discussed on two levels. With particular ++reference to Western Australian education systems, the lack of induction policies for English-speaking migrant children was apparent. There appeared to be no system or school level guidelines which mandated the use of printed matter, provided at State system level to address these difficulties. The schools were not seen to make good use of the information parents provided about the children's educational stages. The intervention of teachers at classroom level to discourage teasing was seen as ineffective and in two cases teachers contributed to the problems being encountered.On a more general level, the study has implications for attitudinal change within Australian society towards the reception of skilled and financially secure migrant new criteria for entry to Australia have implications for the socio-economic status of potential migrants. The self-identity of these families is influenced by their status in the social hierarchies of their country-of origin. Skilled and professional families are likely to resist policies for their children's induction being seen as a low priority in Western Australian schools simply because of the child's migrant status.The research findings gave rise to recommendations that:Information of education systems in Western Australia should be made available to all intending migrant families with children.Induction policies for all migrant children should be in place and be utilised in Western Australian schools.The formulation of policy takes account of the effects of changes to migrant socio- economic status, brought about by the changes to the criteria for entry to Australia.The study concluded that shared markers of language and ethnicity were not sufficient to ensure that the cultural differences in education systems were not experienced by the families. A lack of prior information on those differences and a lack of induction ++
policies for the children led to difficulties and to experiences of cultural dissonance for the families.
6
Passarelli, David. "The schooling of irregular migrant children in Canada." Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:787a3406-e7ba-4718-b9d7-749718f91b2f.
Full textAbstract:
This thesis examines the practice of accommodating irregular migrant children in Canadian public schools, specifically, public schools in Toronto, Ontario. Estimates indicate that there are close to 500,000 irregular migrants in Canada; half are thought to be living in the City of Toronto. Since the early 1990s there have been several novel policy developments in Ontario that have facilitated access to public schooling for irregular migrant children. This project seeks to identify the normative ideas that have been appealed to by public authorities in the policy development process. First, a critical review is undertaken of theoretical justifications developed in moral and political theory for extending schooling rights to irregular migrant children in liberal states. Then, arguments put forward by public authorities in Canada for extending or limiting schooling rights are analysed and compared with the dominant normative frameworks in the theoretical literature. This research finds that public authorities at the sub-state level made use of normative arguments that fall outside common theoretical approaches in moral and political theory. Normative arguments at the sub-state level are found to cohere with a fiduciary conception of public authority. It is argued that fiduciary theory provides a systematic and innovative theoretical framework for understanding the normative ideas appealed to by public authorities in practice. Moreover, fiduciary theory makes available the normative resources necessary to provide a strong way of conceptualising the duty of public authorities to educate irregular migrant children. This research contributes both to theoretical scholarship aimed at understanding and conceptualizing obligations to irregular migrant children, and also to the field of Canadian Studies, by contextualizing the policy response to irregular migrant children in Canada over time, demonstrating how specific policy responses reflect shifting normative understandings about belonging, government obligation, national culture(s) of citizenship, and the scope of provision of social welfare services to irregular migrant children.
7
Walling, Larry Lee. "Local school district implementation of state migrant policies /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Full text
8
Eshia, Owusuaa. "Streetism : The Lived Experiences of Unaccompanied Migrant Children and their Rights." Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-12187.
Full textAbstract:
This study attempts to explore both the pre-street and the current lived experiences ofunaccompanied migrant children on the streets of Accra and the motivations, contributions,perceptions and the challenges these children face at the point of destination. The study furtherexplores street children‟s views on their rights in terms of their schooling, health care andeconomic participation. The overarching perspective of the study is based on the philosophy and tenets of the socialstudies of childhood. A number of concepts and theories which are very prominent in the studyof children and childhood were used as the underpinning framework of the study. These conceptsare; concepts of agency, participation, social structure, street children, working children, andmigration theory. Unaccompanied migrate children become street children as a result ofmigration. The various social structures that confront these children inflame the agency andcompetent spirit which pushes children to engage in economic participation for their existenceand survival in an unknown destination. These concepts and theories will help in making cogentanalysis and also help put my discussions in focus. One major aim of my study was to give children the voice and the platform to air their views inissues that concerns their own lives. In this child focus research, qualitative research approachand specifically the ethnographic method were adopted in the data collection process becausethese approaches give in-depth analysis on social issues. Data collection tools used includesinterviews, participant observation and focus group discussion. My field work was in Accra(Ghana). In all 15 informants made up of both genders were sampled from two research sites, amarket and a lorry station. The analysis of the study revealed that, there exists manifold variety of childhoods. Children‟slived experiences involve work no matter where they are, either with their families or on thestreet as indicated by the study. The results also indicated that, children‟s motives for migratingcan be linked to personal, family and structural conditions which serve as both push and pullfactors, from and to their destination point. Additionally, the results indicated that children‟swork in their destination point is one of the major activities in their daily lives. Again peerrelations on the street are used as a means to support one another in times of need, and play wasidentified to be a part of children‟s street life. Also evidences from the study indicated thatchildren make contributes towards the well being and the development of themselves, theirfamilies and the society as well. Majority of the children living on the street have no classroomeducation, neither do they have access to “proper” medical care. Finally the study revealed that,children face a number of challenges as a part of their lived experiences on the street. Furthermore the following lessons and conclusions from the study are drawn. It was clear thatstreet children need their work in order to survive because children in the Global Southexperience particular structural conditions which necessitate them to work. The universal modelof childhood cannot be applicable to some categories of children, like the informants in mystudy. Aside the adults‟ defined spaces for children, there exist different spaces in the GlobalSouth were children can occupy, such as the street.
9
Mirsadeghi, Rozita. "Migrant children experiences of school : A case study of Iranian children in Trondheim, Norway." Thesis, Norges teknisk-naturvitenskapelige universitet, Norsk senter for barneforskning, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23742.
Full textAbstract:
Children’s experiences of migration are largely shaped by their experiences of schools in the host society. The present study aims to explore experiences of 15 Iranian immigrant children between the ages of 8-18 living in Trondheim, Norway. More specifically the study seeks to address challenges and difficulties that children face in the host country’s schools, the factors posing such challenges, and the ways that the children negotiated their everyday lives at school. The social studies of children and childhood, and structuration theory have provided a theoretical framework based on which this study has been conducted. Given this, an attempt has been made to recognize children as active agents in their experiences of migration, as well as a social group influenced and restricted by the structural conditions surrounding them. Furthermore, the study tries to explore the experiences of migrant children from the perspective of inclusion\ exclusion. This is a child-focus research, hence, a qualitative research approach, particularly, the ethnography method is used in the process of data collection. Consequently, participant observations, focus group discussion, and in depth semi-structured interviews have been chosen to capture the school experiences of the individuals in detail. The study has found that the feeling of the exclusion has been the most common challenge faced by the participants. Such a feeling has been aroused due to a variety of reasons, such as feeling of isolation on arrival, experiences of bullying or peer rejection, experiences with being stereotyped, and separation from peers due to taking mother tongue classes. Furthermore, the findings of the study have highlighted three underlying factors behind inclusion/ exclusion experiences of the migrant children that can be grouped as effects of un/familiarity with the host language, role of the parents, and the role of the teachers and the schools. Comparing three different types of schools in Trondheim, it was concluded that the schools with large number of migrant children are more successful in absorption and inclusion of their pupils. Study findings also confirm the importance of friendships on the migrant children’s experiences of school. Having intimate relationships enable children to cope better with their challenges and difficulties. In addition, playing and games as means of communication mediator have crucial roles in establishing friendly relations among migrant children, and thus their better inclusion and adjustment to the new situation.
10
Adugna, Girmachew. "Livelihoods and survival strategies among migrant children i Addis Ababa." Thesis, Norwegian University of Science and Technology, Department of Geography, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-938.
Full textAbstract:
This study attempts to explore the livelihoods and survival strategies of migrant children who live on the street or make a living on street based activities in Addis Ababa. It also depicts and analyses the forces behind children’s migration, their encounters and experiences while attempting to cope with the new environment. Structuration theory and livelihood approach were employed as a theoretical framework to address the research problem. Children form a part of the structure of the society, and as actors are struggling to adjust themselves to livelihood constraints. These theoretical frameworks helped to make a more realistic understanding of factors that shape the lives of street children within their society and of how they cope with and/or survive. On the other hand, research with street children can further our understanding or significantly contributes to theories of agency and competency and of risk and resilience. Giddens’ structuration is ontological in its orientation and focuses on theorizing human agency which in turn calls for in depth understanding of the lived experience of individuals. To better understand children and portray their everyday street life, various qualitative data collection methods: participant observation, key informant in-depth interview, focused group discussions have been employed. Giddens’ sees qualitative and quantitative methods as complementary rather than antagonistic aspects of social research. To this end, this study carried out a survey with a sample of fifty street children in four core areas of the city.
Although the problem of street children is understood as an urban phenomenon, the factors exacerbating the problem have their origin in the rural villages. This study confirms that determinants of rural children’s migration to Addis are not dominated by a single factor but caused by a combination of multiple interrelated factors. Chronic livelihood poverty in rural areas of the country which traditionally relied upon subsistence farming, in general, leads children to move to cities to find economic niches in the low paid informal sectors of urban areas. Once in the city, they have to struggle to survive, develop and integrate into the urban environment. As individual case studies implied, children who live on the street do not form a homogenous category. Nor do they earn their living similarly. Rather they adopt a range of survival strategies to confront the challenges of urban street life.
Street children draw diverse forms of assets or resources in the process of earning their livelihoods. Labor is the most important asset which helps street children either to generate income directly through wage employment or indirectly through the production of goods and services which are sold in the informal market. Street children engaged in legal, semi legal and/or illegal activities in order to earn income. Street children often do not have fixed carriers and they usually jump over opportunities often favoring the most rewarding in a particular time. Their livelihood depends on the efforts of a combination of portfolios of activities. Street children interact with each other through multiple networks and over the range of issues and concerns that constitute social life. Although they are economically disadvantaged; they have supportive social networks which act as a buffer against vulnerability, shocks and livelihood constraints. The informal networks support children socially, morally, economically and remain resilient feature in their street life. As survival requires grouping, their relations and way of life is characterized by hierarchies and power relations. The informal network established by street children extends to non-street social actors. In these interactions street children attempt to draw benefits and at the same time want to establish trust.
11
Pennington, Dianne. "Strategies for Teaching Reading Comprehension to Children of Migrant Workers." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7950.
Full textAbstract:
A high percentage of migrant students are not meeting state content standards in readability and legibility within a small independent school district located in California's Central Valley. Prior research indicates that if a student is not proficient in reading skills by the 5th grade, academic success will not be attained effecting the student, parents, educators, and economics of the community. The purpose of this exploratory qualitative case study was to explore the teaching strategies that were used to help migrant students increase their reading comprehension skills. This study has its theoretical basis in the learning theories of Dewey, Slavin, and Yousevand which hold that students need to be active participants in the learning process. This case study was guided by the following areas of inquiry: (a) identifying training and strategies used by teachers, (b) identifying the specific obstacles, (c) identifying methodologies, and (d) how these methodologies address the specific challenges of migrant children. A semi-structured interview schedule, observations of 5 Language Arts classes, and field notes were used as data collection tools. Interviews were conducted and included 5 English teachers, 1 principal, 1 guidance counselor, and 1 community liaison. The data were analyzed and coded with common themes. The key results confirmed (a) varied teacher perceptions of differentiated instruction, (b) language and cultural barriers, (c) lack of knowledge and vocabulary, (d) minimal parent involvement, and (e) financial issues and mobile lifestyle. This project study informed specific recommendations for a Saturday computer lab incorporating computer-assisted instruction. The outcomes of this study have implications for social change for migrant and ELL students by empowering them to more effectively participate and make positive contributions to the global community.
12
Espinoza, Manuel Luis. "Humanization and social dreaming a case study of changing social relations in a summer migrant educational program /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1481676871&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full text
13
Zychowicz, Mary. "Cultural discontinuities insights into Latino educational values in a Latino migrant community in the U.S. /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1257179655.
Full text
14
Lewis, Paula Gullion. "Best practices and biggest obstacles in educating Hispanic migrant students /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/lewisp/paulalewis.pdf.
Full text
15
Panter, Yanyin. "A study of the emotional health of China's city migrant children." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440989.
Full text
16
Li, Wenxin. "Chinese internal rural migrant children and their access to compulsory education." Thesis, Queen Mary, University of London, 2013. http://qmro.qmul.ac.uk/xmlui/handle/123456789/8564.
Full textAbstract:
During a period of unprecedented rapid urbanisation and social transformation in China, this thesis considers the children of internal rural migrants and their access to compulsory education in the regions where they settle. There are currently 38 million such children. Institutional and systemic challenges often bar them from receiving an education of adequate quality, equal to that of their peers. The thesis reviews the legal and regulatory framework covering childrens’ right to education at both international and national domestic levels. It then describes the actual experience of internal migrant children attempting to access schools, and analyses the main factors barring them from the education they are entitled to. These barriers are categorised in a ‘4-A’ conceptual framework – Availability, Accessibility, Acceptability, Adaptability. The research draws on a range of secondary data, supplemented by interviews conducted with personnel engaged in education in Beijing. The main findings are that, though the legal framework of rights is generally sufficient, inadequate institutional and normative arrangements and lack of government accountability (at all levels) work together to hinder proper implementation of relevant laws and regulations. The problem is exacerbated by the institutional barrier of hukou-based enrolment and registration, and deepened even further by the current cadre and local governance arrangements, with the information asymmetry they engender. The thesis concludes that, at central, provincial and municipal levels, adequate funding for the education of migrant children must be assured, especially in the dense receiving regions. A new enrolment system is required based on a child’s current place of residence. Finally, a reform of the current civil service and cadre management systems is needed, with a move away from current growth-oriented development strategies that impose policy burdens and subordinate the children’s good to the pursuit of economic targets.
17
Ashwanee, Budoo. "The protection of the rights of unaccopanied migrant children in Mozambique." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/37390.
Full text
18
Nihan, Laura. "Conjunctival Impression Cytology Assessment of Vitamin A Status of Migrant Children." DigitalCommons@USU, 1995. https://digitalcommons.usu.edu/etd/5437.
Full textAbstract:
Subclinical vitamin A deficiency was assessed in 65 Hispanic children attending four migrant Head Start programs in Utah. Subjects aged 2 to 6 years (median 3 years 10 months) were examined for evidence of vitamin A deficiency by conjunctival impression cytology. Biochemical indices for serum vitamin A, retinol-binding protein, zinc, and iron were performed.
Of eight children (12.5%) with subclinical vitamin A deficiency, one child had a marginal serum vitamin A of 11 μg/dl. Retinol-binding protein concentrations were significantly lower in two subjects with abnormal conjunctival impression cytology. Serum zinc, which when low can mimic signs of ocular vitamin A lesions, was normal for all 65 subjects. Fifteen children (23%) had iron-deficiency anemia.
Logistic regression was the central method of analysis used in this study. The results of the statistical analyses indicated there was a correlation value (0.31) between abnormal conjunctival impression cytology and serum vitamin A, which supports the hypothesis that abnormal conjunctiva! impression cytology is concurrent with decreased serum vitamin A.
Assessment of vitamin A status of Hispanic migrant children by impression cytology was effective in identifying children at risk for hypovitaminosis A. Beyond vitamin A's role in vision and maintenance of epithelium, it is also required for growth and hematopoiesis. The children of migrant workers may be suffering physiologically important consequences of vitamin A and iron deficiency that can be prevented by screening with biochemical and histological testing. Nutrition intervention for deficient children is warranted.
19
Treviño, Robert Edward. "Parent involvement and remarkable student achievement : a study of Mexican-origin families of migrant high-achievers /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
Full text
20
Salinas, José P. "Educational experiences of children in the migrant stream ecological factors necessary for academic success /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1179146294.
Full text
21
Alati, Rosa. "The health of migrant youth in Australia : a longitudinal study /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17677.pdf.
Full text
22
Shelhamer, Susan Smith. "An evaluation of a summer migrant education program." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/51931.
Full textAbstract:
The purpose of this study was to investigate the relationships between school-related behaviors of migrant students enrolled in a summer program and selected factors in the home and school which may interact with academic performance.
The research strategy utilized three components to address the research questions: an ethnographic study of selected students, teachers and personnel; a teacher survey with achievement data on students; and paired student-parent interviews.
The research questions to be addressed were: (a) What educational needs were reported for migrant students by school personnel and parents? (b) what was the cultural and psychological context of the school for migrant students? (c) How did the educational values of migrant parents and students relate to academic performance and school philosophy? (d) For a migrant population, did the study habits relate to academic performance? (e) what was the relationship of English proficiency to academic performance? (f) what were the strengths and weaknesses of the program as reported by parents and program personnel and as reported through research observations?
Crosstabulations and frequencies were used to report interview data. The quantitative component utilized a regression analysis and the Developmental Research Sequence was used for ethnographic analyses.
The findings of the study indicated that the summer migrant education programs of Virginia were facilitating the pursuit of education through their programming by providing positive academic experiences. Students exhibited academic gains. In addition, the programs provided an important social function by offering full day programs and individualized health-related services. There was a lack of parental involvement that would "personalize" the program for each family if nurtured. The components of the evaluation design provided for input from a variety of sources for program improvement.Ed. D.
23
Van, der Burg Anthea. "An examination of the extent to which South Africa is meeting its legal obligations with regard to the protection of undocumented foreign migrant children." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAbstract:
This thesis examined the extent to which South Africa has domesticated the international provisions protecting foreign migrant children. The thesis further investigated procedural gaps and makes recommendations in respect of law and procedure to ensure the adequate protection of the rights of undocumented foreign migrant children in South Africa.
24
Reimers, Anne K., Patrick Brzoska, Claudia Niessner, Steffen C. E. Schmidt, Annette Worth, and Alexander Woll. "Are there disparities in different domains of physical activity between school-aged migrant and non-migrant children and adolescents? Insights from Germany." Public Library of Science, 2019. https://monarch.qucosa.de/id/qucosa%3A34308.
Full textAbstract:
Background
Large proportions of the populations in many European countries, including Germany, are migrants. Migrant children and adolescents tend to be less physically active than their non-migrant peers. However, current research is limited as it does not sufficiently consider different domains of physical activity. Using a representative dataset, the present study examines the patterns of sports participation and other domains of physical activity among migrant and non-migrant children and adolescents residing in Germany.
Methods
Nationwide data from the Motorik-Modul (MoMo) Study is used. Five different domains of physical activity participation (sports clubs, outside of sports clubs, extra-curricular physical activity, physical activity, outdoor play and active commuting to school) were compared between children and adolescents with no, one-sided and two-sided migration background using logistic regression adjusted for demographic factors. Interaction terms were included in order to examine whether difference between the three groups differ by age and gender.
Results
Information on n = 3,323 children and adolescents was available. As compared to non-migrants, children and adolescents with a two-sided migration background had a 40% (adjusted odds ratio [aOR] = 0.60, 95%-CI: 0.44–0.81), those with a one-sided migration background a 26% (aOR = 0.74, 95%-CI: 0.55-<1.00) lower chance of participating in sport club activities. In contrast, children and adolescents with a two-sided migration background were at 65% higher chance of participating in extra-curricular physical activity than non-migrants (OR = 1.65, 95%-CI: 1.15–2.36).
Conclusion
The study shows that differences in levels of physical activity between migrant and non-migrant children and adolescents are less pronounced than previous research has suggested. In particular, it reveals that migrants are only disadvantaged regarding participation in sports clubs whereas they fare better with respect to extra-curricular physical activity. Interventions should therefore address barriers migrant children and adolescents encounter in the access to sport clubs while maintaining their high level of extra-curricular physical activity.
25
Guan, Shanshan. "Social enterprise working with internal migrant children in China : values, challenges and constraints." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/18392/.
Full textAbstract:
This is an exploratory research study which examines the role of social enterprise in delivering services to children who migrate within China. Under the current Hukou policy framework, migrant children face a variety of challenges due to differences in the level and accessibility of welfare support available for migrant people and migrant children. Social enterprise, as one form of non-institutional welfare service provision, has become an increasingly important vehicle for addressing a variety of social problems. However, very little empirical research has been conducted regarding the contributions and constraints of these social enterprises, especially social enterprises working with internal migrant children in China. In this study, an ethnographic approach was employed to examine the nature of social enterprises working with migrant children. Two community-based social enterprises which aimed to promote social inclusion and improve unmet child well-being by providing community centre services were intensively studied. The researcher was immersed in each social enterprise for six weeks. Data from these observations were triangulated with data from interviews, focus group meetings and document analysis. The key finding of this thesis is twofold. First, it developed a multi-layered social enterprise ecosystem to explain the operation of social enterprises by looking at the macro-, meso- and micro-level environments and at the stakeholders who operate within the different layers. This framework highlights the constraints of the institutional context in China and the powerlessness of the researched community-based social enterprises to respond to the uncertain policy environment. The researched social enterprises had limited ability to respond to the substantial challenges of migrant children, but even so they each made a great contribution to migrant children’s subjective well-being. Second, the findings highlight the crucial role of the co-production process during the identification of needs and the development of an appropriate service. By looking at their daily practice, it was also possible to discuss the ‘need-driven’ mission drift, which had not been considered in previous studies. The conclusion of this study is that the social enterprise approach is an emerging mechanism for supporting migrant children but that social enterprises have great space for improving their operations.
26
Wintter, Sanne. "Children of the Nation : A Theoretical Study of the (Im)migrant Child’s Cultural Position." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-137082.
Full text
27
Wu, Bin. ""Whose culture has capital?": Chinese skilled migrant mothers raising their children in New Zealand." AUT University, 2009. http://hdl.handle.net/10292/911.
Full textAbstract:
This thesis is concerned with a group of Chinese skilled migrant mothers’ experiences in relation to their children’s early childhood care and education in New Zealand. Utilising Bourdieu’s concept of capital, habitus and field, the current research addresses the complexity and ambiguity of the Chinese migrant mothers' lives whose social position transcends multiple fields. Because their children attend mainstream education, and the local educational system is different from those where the migrant mothers were brought up, the migrant mothers had to transcend different cultural fields. Chinese skilled migrants, who were middle class professionals in their native country, usually experienced social and financial downturns in New Zealand. Although skilled, the migrant mothers encountered difficulties in finding paid employment that matched their pre-migration job status. These mothers were more likely to give up paid work or reduce paid working hours on the birth of their children than were their male partners. The current study focuses on these transcendent experiences, encompassing both embeddedness and ambiguity across different fields by examining the interplay of class, gender, and ethnicity in the daily lives of these mothers. Traditional interpretations of cultural capital usually refer only to dominant social and cultural capital, whereas the current thesis expands the concept to include both dominant and non-dominant forms of social and cultural capital. The findings showed that the migrant mothers redefined and reconstructed the concept of capital. The migrant mothers’ attitude towards mainstream education was ambiguous and complex: covering the full spectrum from willing embracing, reluctantly following, selectively utilising to firmly rejecting. Simultaneously, the mothers promoted, criticised, and rejected various traditional Chinese practices and beliefs in order to maximise benefits for their children.
28
Hu, Bo. "Education for migrant children : policy implementation in the changing urban education system in China." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/616/.
Full textAbstract:
This thesis aims to examine the extent to which migrant children’s education policy is implemented and identifies the factors that affect the implementation of this policy in the Chinese context. In the last two decades, urban China has witnessed a rapid increase in the number of children of rural-urban migrants. It has become a public concern that migrant children do not have access to education and cannot receive as good an education as do urban children in the cities, even though there are policies formulated by the central government to tackle this issue. The thesis adopts mixed research methods to examine the implementation of migrant children’s education policy. Main sources of the evidence include semi-structured interviews, statistical data, government documents and internal reports by local schools. The thesis divides migrant children’s education policy into three parts: funding and school access policy, equal opportunity policy and school support and social integration policy. It is found that policies for migrant children are selectively or partially implemented. Some policy goals have been achieved, while others have not. Certain groups of migrant children have access to urban public schools and receive high quality education while others do not. A policy analysis shows that migrant children’s education policy is ambiguous in goals and weak in incentives, which grants local governments and schools scope to act with discretion. Non-implementation of sufficient funding and school access policy result from self-interested and habitual decisions of local governments. Implementation of equal opportunity policy is affected by the workings of the exam-oriented education system in China. Social integration policy appears to be well-implemented due to effective school support available to migrant children and good intergroup relationship between migrant and urban children. The findings imply that further policy reform is needed to improve the educational opportunities of migrant children. In particular, special attention should be focused on those policy areas not effectively implemented and more support should be directed to those migrant children who are more disadvantaged.
29
YEHONG, LUO. "Research on the situation of deaf-mute Children of Migrant Workers in Guiyang, China." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21331.
Full textAbstract:
This report is the outcome of a Field Study project. The aim of the study was to findout how the floating deaf-mute children of migrant workers experience psychologicalproblems in Guiyang, China. Bronfenbrenner’s ecological system theory was used asa theoretical frame. Semi-structured interviews were carried out with 4 inner migrantcouples who have deaf-mute children receiving treatment in a Center for disabled inGuiyang. 12 professionals working with treating deaf-mute children are alsointerviewed as well as 5 deaf-mute children. In total together 21 informants areinterviewed. The result of this study shows that three main aspects influence thepsychological problems of floating deaf-mute children with migrant parents most:social welfare policy, family income conditions and the center of treatmentenvironment. This study explored the problems based on Brofenbreener’s ecologicalsystems approach, which for the author had a new perspective to research on thesituation of deaf-mute children of migrant workers in Guiyang, China.
30
Salinas, José P. "EDUCATIONAL EXPERIENCES OF CHILDREN IN THE MIGRANT STREAM: ECOLOGICAL FACTORS NECESSARY FOR ACADEMIC SUCCESS." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1179146294.
Full text
31
Vomeri, Francesca <1996>. "The education of migrant workers’ children in Chinese cities between stigmatization and social integration." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/18953.
Full textAbstract:
The hukou registration system in China affects educational and schooling experience of migrant workers’ children in Chinese cities, creating a big gap between migrant children’s level of integration and education and their urban peers’ one. Even though the Chinese central government has gradually reformed the hukou system over the last years and issued a number of policies to gradually allow migrant children into public schools in cities, the big inequalities in the access of education and opportunities lead to stigmatization and difficulties in integration for rural-to-urban migrant worker’s children. This study takes into account different researches that – through the analysis of the different government policies on the education of migrant children over the years and the use of concepts such as cultural capital, social capital - show how the condition of migrant children affect not just their educational experience but their overall social condition, their choices after school and more generally their personal development and social mobility. The study further focuses on the reality of education of migrant children in the city of Beijing, with a case-study on private education.
This job articulates around the topic of the education system of Chinese “floating” children and the social and governmental matters related to it trying to analyze both the different government’s policies about the integration of migrant students and also the social consequences and current situation.
The relevance of this matters can be found in the numbers: in contemporary China there are an estimated 288.36 million non-hukou migrant workers residing in urban areas and about 20 to 30 million migrant children.
32
Marone, April Dawn. "A distance-learning program to serve migrant families." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2464.
Full textAbstract:
The education of the children of migrant farmworkers is difficult to manage because of their mobile lifestyle. The dropout rate of these children is extremely high and remains the highest of any group in the United States. This project offers an historical overview of the creation and development of the migrant education programs of today. After examining sample distance learning programs and their important components, this project features a model distance-learning program for migrants. The goal is to create distance learning programs that will allow migrant children to continue school as they travel, guide them to graduation, and lead them toward higher education.
33
Goodburn, Charlotte Elizabeth Louisa. "Poverty among rural migrant children in India and China : a comparative study of two cities." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609874.
Full text
34
Pu, Niujinsi. "Research on the Psychological Problem and Its Countermeasures of the Floating Children of Migrant Workers." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-16900.
Full textAbstract:
The aim of this study is to find out the main psychological problems of inner migrants’ children in Guiyang and to give some suggestions to treat these problems. Compared to other social groups, inner migrants’ children meet specific psychological issue in migrate processing. It is a world-wide issue, especially in the developing countries today. In this research, both qualitative method and quantitative one are used. The research result shows that there are three aspects that influence the psychological condition of the inner migrants’ children most. They are social-economic condition of the family, school environment, and social policy.
35
Jones, Sean Wilshire. "Assaulting childhood : an ethnographic study of children resident in a Western Cape migrant hostel complex." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22433.
Full textAbstract:
Bibliography: pages 335-348.This study documents the lives of children between the ages of 10 and 15 years who reside in migrant worker hostels in the Hottentots-Holland region of the Western Cape. It focuses on three particular aspects of the children's lives: their domestic circumstances and relationships prior to their residence in the hostels; their experiences of everyday life in the hostels; and the quality, extent, and determinants of their education over time. The children's domestic circumstances before moving to the hostels had been disrupted in the extreme. This disruption took various forms, but was caused primarily by the participation of parents and other significant adults in labour migration. Consequently, the children's histories are characterised by high levels of mobility, where children themselves have migrated, by frequent separation from parents, and by high incidences of foster-parenting. Testimony by the children indicates that they have felt this domestic disruption acutely. A further consequence of the children's residential and domestic mobility has been regular interruptions over time in their schooling. Factors such as the frequency of the children's own movement, separation from their parents, devaluative attitudes towards education by temporary foster parents, and vicissitudes in their economic circumstances have meant that most of them have progressed less than half as far at school as they should have done. This is compounded at Lwandle by the state's refusal to provide a school for hostel children, and by the inadequacy of the 'self-help' teaching which takes place there as a result. The children's everyday lives in the hostels are examined in relation to the severe limitations on space and privacy which exist there. Particular attention is granted to children's perceptions of the hostel milieu, to the difficulties which parents experience in rearing children in the hostels, to parent-child relations, and to the games and other play-activities in which the children engage. Perhaps the most prominent feature of life in the hostels which emerged during the research is the frequency with which children are exposed to acts of extreme violence. The study documents both the children's accounts of this violence, and their diagnoses of it. In conclusion, questions are raised about the future of these children and others like them. Attention is also directed towards the potential for further research into childhood by anthropology and other social sciences. The study grants primacy to children's viewpoints over and above those of their parents and other adults in the hostels, and one of its implicit objectives is to demonstrate the value to anthropology of children's insights into social life. It makes extensive use of the children's own testimony, both written and oral, and of life history material.
36
Nyanjaya, A. K. (Ananias Kumbuyo). "Absent fathers due to migrant work : its traumatic impact on adolescent male children in Zimbabwe." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/31344.
Full textAbstract:
Only men can initiate boys into men. Boys are prepared into men by men of integrity, for that reason, when a father is absent a male model has to be found. Lack of models is the number one enemy for our adolescent males in Zimbabwe today. The absence of adult role models means adolescent males are moulded by unsupervised, doubtful and inexperienced peers. In the past the bringing up of a child was a community responsibility. In the present day children are growing up as sheep without a male shepherd. The qualitative and quantitative research methods guided the process of this study. The study revealed that fathers are absent because they have migrated to other countries and that their absence has a negative impact on developing healthy adolescent males. Migration of fathers to the Diaspora could not be resisted by men because of the socioeconomic and political situation in Zimbabwe. Fathers have left the country for greener pastures. The exodus of fathers to the Diaspora has created a vacuum when it comes to mentoring and moulding of male children into adults. The study carried out with adolescent boys indicated that fathers in the Diaspora are engaged in some form of income generating activities. As a result, some of these men are able to provide material needs intended for their families back home. However, the absence of these fathers has made some children feel emotionally abandoned and betrayed, while others are disappointed by fathers who did not bid them farewell at the time they were living the country. There is another group that felt that the absence benefited them. The absence of fathers destroyed father – son relationships, generated anger, bitterness and lack of any future trust with fathers. When children are angered and bitterness resides in them, they would go against their father’s potential assistance. On the other hand, in the process of the study on the absent father, a Christian model of caring for an individual and community emerged. The church has been noted to be the only institution that would guide the society to value the job of caring for the people of God who are in needy situations. When the church cares for the adolescents it will be caring for itself as well as the body of Christ. The author considered the views from James fowler (1981) and Gerkin (1997) on the stages of faith development and the idea of seeing the church as a community of faith in order for this research to portray the community of faith as a Community of Love. This is because it is only by Christ’s love that people are forgiven by God through grace. In addition, it is through love that people are nurtured; miracles of spiritual and numerical growth are realised. Acts 2; bears witness of the power in love fellowships or communities. He states that in sharing the gospel of Christ in love fellowships each member becomes a part of Christ’s body that spreads the gospel. The love fellowships make the church to be more than a preaching or meeting point. It becomes a family where all members have the opportunity to share their experiences at fellowship and individual levels. People will not depend on one person for spiritual growth but on each other for spiritual nourishment. Gerkin was important throughout the research with his pastoral care approach of caring for an individual and the communities of a Christian story in addition to guiding the researcher to create a model for a caring community. Therefore, caring of boys whose fathers are absent requires both individual mentors and local communities to model them. The church has been found wanting by the boys in this study. Boys have indicated that the church was not aware of their pain. This shows that the church was unable to see the depressed and hear the silent voices in order to interpret their situation. This reveals that the church has some parts that need spiritual attention in order for the body of Christ to function optimally. Children will open their hearts in love fellowships in order to be healed, nurtured, sustained and guided through love. Faith will be expressed in a more mature and responsible way when all is done in love. Faith in this study is the act of love that guides individuals and communities to an expression of freedom and responsibility in trusting God’s presence in human situations. It aims at increasing love for one another and to God. For it is only through Christ’s love that healthy memories are created. Chapter one gives the background and context of the problem to the study. It reveals that the motivation to carry out the study emerged from the author’s journey with his father and interactions with young people as a youth pastor. Therefore the socio-economic and political situation in Zimbabwe created an environment for the study to be carried out. In addition, absences of mothers at church prompted him to consider carrying out a study on the: Absent fathers due to migrant work: Its traumatic impact on adolescent males in Zimbabwe. Many women went to collect money from their husbands who are in the Diaspora each month end . Chapters twodemonstrates how a qualitative and quantitative method of carrying of the research is helpful. Listening to stories of the adolescent males enriched the research process. Chapter three dealt with the stages of human development coined by Erik Erikson with the intention to give the reader an understanding regarding the worth of adolescence stage. Chapter four explains father and fatherhood, the role of a father and impact of absence towards the up bringing of adolescent male children. Adolescent males develop their masculinity from their fathers for this reason every child should have a male model in order for him to be a man. In chapter five the researcher engaged in dialogue with adolescent males. Chapter six gave the concluding thoughts and recommendations to the study. The church has been identified as central in guiding children at individual and group levels in this era. The church should be a component of the extended family that is unique but related to the family units without competing with it. Every son needs a biological father from whom he learns how to manage weakness and strengths in his life and act in response to the challenges of the global village. Therefore, a father ought to be a male person in Zimbabwe who fears God and loves his sons not an angel out of this planet. Finally every adolescent child needs Christian males to guide him for it is through Christ’s love that healthy male memories are created.Thesis (PhD)--University of Pretoria, 2011.
Practical Theology
Unrestricted
37
Rivera-Singletary, Georgina. "Interagency Collaboration for the Provision of Services to Migrant Children with Disabilities: An Exploratory Study." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5115.
Full textAbstract:
ABSTRACT
Migrant students face many challenges to their educational experiences due to the migratory lifestyle of their families as they seek employment in agriculture across state and school district lines. For migrant student with disabilities, these challenges are exacerbated. Migrant children with disabilities may be eligible and entitled to educational services from migrant education, special education, and ELL programs which are distinct federal programs coordinated as separate agencies. This exploratory study examined the extent to which, if any, collaboration exists within three Florida school districts' providing educational services to migrant children with disabilities through the migrant education, special education, and ELL programs. Data were collected through personal interviews with nine district level supervisors, one each per district: migrant education, special education, and ELL programs using a semi-structured interview protocol. Data were analyzed through a latent content analysis to identify, code, and categorize patterns (Mayan, 2009) regarding the extent to which, if any, supervisors collaborated when developing and coordinating educational services for migrant students with disabilities. Further, data were reviewed through document analysis provided by the participants or accessed through school, district, or state websites. Finally, the data from the interviews and document analysis were aligned with Gitlin et al. (1994) five-stage model for collaboration framework to determine the extent to which, if any, the characteristics of the five stages for collaboration exists for each district, and if not, the potential for them to be developed and lead to collaboration. The intent of this study was to explore current practice and use this knowledge to provide recommendations for future practice and scholarship regarding interagency
collaboration between migrant education, special education, and ELL programs providing educational services to migrant students with disabilities. The findings for this study suggest that collaboration benefits students, programs and overall school systems. However, instilling a spirit and developing a culture of collaboration is challenging and requires direct deliberate and explicit work by the districts. Recommendations for research and practice are provided.
38
Li, Ying. "An analysis of governmental policy for rural-urban migrants in China." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41897055.
Full text
39
Magaya, Isabel E. K. "The international law on unaccompanied foreign migrant children : an evaluation of whether it reflects the modern realities of economic migrancy in Southern Africa." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46088.
Full text
40
Madamombe, Patience Ratidzo. "Protecting the identity and other rights of children born in 'foreign lands' to irregular migrant parents." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15205.
Full textAbstract:
Children born in foreign territories to parents who are non-nationals are being deprived of the right to nationality, which in turn affects them from exercising other rights which are articulated in human rights instruments. When their births are not registered it means that they do not have birth certificates and in future they will be unable to acquire documents like identity documents and passports. Sometimes even if their births are registered, it is difficult for them to enjoy the other rights because national laws do not accommodate them. Even though all children's rights should be equally protected, this research will focus on children born to at least one parent who is an irregular migrant, and will analyse how this affects their access to the rights to education and health.
41
Schmitt, Ann M. "The Impact of Summer Programs on the English Language Scores of Migrant Children in Northwest Ohio." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1490974426128282.
Full text
42
Song, Yue. "Children of migrant workers in urban high schools : an analysis of the dual role of education." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/9141/.
Full textAbstract:
Due to the limitations of the household registration system, rural migrants in Chinese cities are unable to access the same range of rights and benefits as urban natives. This rural-urban segregation has consequences beyond access to political and economic rights and resources; it has deepened to shape cultural and ideological perceptions. This deepening has a profound influence on the children of migrant workers who are moving to study in the city. Though nowadays children of migrant workers can study in urban public schools alongside local students, the rural-urban structural divide still exists and impedes personal and social relations between the two groups. This research investigated the difficulties and opportunities encountered by children of migrant workers after they have entered urban public schools and as the face the realities of contact with urban people. The research also discussed whether educating rural and urban students together can help children of migrant workers’ social adaptation in the city, or whether this studying together model places pressures on rural students which impede their social integration into urban communities. A ‘field-habitus’ analysis framework was used to assess rural students’ social adaptation performances in the city. Research methods including questionnaire surveys, in-depth interviews and focus groups were employed in the study. Besides rural students, urban people such as urban students and teachers whom rural students interact with in schools were investigated in the research. Moreover, to evaluate whether inclusive education in public schools has created an inclusive environment to help rural students’ social adaptation, rural students from private schools, who are receiving an exclusive education that is only for children of migrant workers, were also studied as the reference group. Based on the data analysis, the research found that rural students from public schools are generally well-adapted to their urban lives. Additionally, compared with rural students from private schools, rural students from public schools have more urbanized behaviours and lifestyles. Meanwhile, the research indicated that rural students being educated in public schools suffer from many misunderstandings and conflicts with urban students, which may bring them more pressures related to social adaptation compared with their counterparts in private schools. Rural students’ social adaptation performances were attributed to the dual functions of education, meaning that education in public schools may either improve or impede children of migrant workers’ adaptation to their lives in the city. The discussion on the role of education was mainly based on Pierre Bourdieu’s Theory of Cultural Reproduction and Inclusive Education Model. Moreover, students’ family background was also taken into consideration for a more comprehensive explanation.
43
Wibert, Wilma Novalés. "Educational expectations of college students from Mexican American migrant farmworker families." Diss., Connect to online resource - MSU authorized users, 2006.
Find full textAbstract:
Thesis (Ph. D.)--Michigan State University. Dept. of Family and Child Ecology, 2006.Title from PDF t.p. (viewed on Nov. 20, 2008) Includes bibliographical references (p. 136-146). Also issued in print.
44
An, Jing. "Academic performance for left-behind children in rural areas and migrant children in urban areas in China : Systematic Literature Review from 2010-2020." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50624.
Full textAbstract:
Due to the increasing number of rural-to-urban migration of middle-aged labors, some of the migrants’ children were left behind in the rural areas with one parent, grandparents, siblings or other relatives, however, some others migrated to the urban areas with one or both parents. To the left-behind children and migrant children in school age, there are different barriers and facilitators in rural and urban areas for their academic performance. This study is a systematic review with the aim of describing the academic performance in China for left-behind children in rural areas and migrant children in urban areas between the ages of six to eighteen. This systematic review was conducted by using four databases with an inclusion and exclusion criteria designed in advance. Articles on left-behind and migrant children were searched separately. 97 articles on left-behind children and 184 on migrant children were identified at first. 6 articles on left-behind children and 19 on migrant children were identified after abstract and title screening. Eventually, 8 articles in total were included into this study after the full text screening process. The results showed that, there are a number of barriers for academic performance of left-behind children, for example, the poor quality of school and the absence of mother. And for migrant children, there are more facilitators for academic performance comparing to left-behind children, for instance, they are more likely to have adequate support from parents. The limitations, further researches and practical implementations were also discussed in this study.
45
Fuschetto, Rocco. "Factors influencing the dropout rate of migrant students in Indiana, 2003." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263921.
Full textAbstract:
This study was an investigation into factors that influence the dropout rate of migrant students in central Indiana in May-June 2003. Migrant students are children of migratory workers who travel across school and district boundaries to obtain seasonal or temporary employment in agriculture. These students have been considered historically as educationally disadvantaged, with a migratory lifestyle that impedes educational achievement.The researcher developed two questionnaires: one for the students and the other for the parents. The researcher translated both questionnaires into Spanish. The purpose was to investigate how parental influence, mobility and lack of permanency, poverty, and the migrant/school relationship affected the dropout rate. The data were collected from 39 migrant students, ages 11-20, enrolled in central Indiana middle and high schools and 58 adult migrants who had children in school. Even though this study was quantitative, many conclusions were drawn from the informal conversations, in Spanish, that the researcher had with migrants sitting in front of their cabins in the camps. The researcher attended also parent meetings and cultural activities in the Migrant Centers. Many ideas, feelings and perceptions were shared during this time.The data collected were grouped in eight categories: Subject demographics, family educational influences, educational and career goals, migrant mobility, attitudes toward school, financial considerations, acceptance as migrants, role models, and dropping out of school. Seventy-six tables compared the results between the two groups, migrant parents and students. Conclusions and recommendations were made based on those results. Common trends were identified including several that disagreed with conventional common perceptions. Migrant parents and students have the same desires for a better lifestyle just like any other group in our society. Recommendations were made to promote instructional continuity, the importance of education, and the acceptance of migrants into mainstream society. Mobility, poverty, and language barriers were less to blame for migrant educational dropout than were parental and familial influence, lack of participation in extra-curricular activities, disassociation from school and society, severe discrepancies between career goals and educational preparedness, and a marked decline in the student perceived value of education as compared to the adult sample.Department of Educational Leadership
46
Li, Yixin, and 李怡欣. "The research of teacher mobility in a legal school for migrant children : a case study in Shanghai." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209647.
Full textAbstract:
This study investigated teacher mobility situations in a case study school and the underlying factors influencing mobility intentions. Data was collected and analyzed using a mix-model approach, incorporating both qualitative and quantitative methods. The research participants were primary in-service teachers at the case study school, but not include teachers on loan from public schools and reemployed after retirement. To explain how different factors impact teachers’ mobility intentions, the data was interpreted and categorized using Alderfer’s ERG theory, which contends that human beings have the need for existence, relatedness, and growth.
The results of this study are:(1) Working in the public schools is optimal occupational choice for most teachers because of its overwhelming advantages, such as better salaries and work benefits, job security, and better professional development opportunities, which can satisfy teachers’ needs for existence, relatedness and growth all at one and to a high degree. (2) Teachers’ mobility intention is the result of comparison between the present job and the potential jobs provided by other schools and other industries based on their different degrees of demand. (3) Many of the factors that influence teachers’ mobility intentions are under the school’s control, which enable schools to take an active role in stabilizing teachers’ mobility intentions. (4) Teachers’ mobility behavior is determined not only by mobility intention but also by mobility competence. Hence, it is better for school to make appropriate decisions and actions within school’s capacity to teachers’ mobility behaviors based on fully understanding their needs, their mobility intentions and their mobility competence.published_or_final_version
Education
Master
Master of Education
47
Gao, Yu S. M. Massachusetts Institute of Technology. "Micro-Institution : design and craft in education for socio-economic change for urban China migrant workers' children." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/72632.
Full textAbstract:
Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2012.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Vita. Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (p. 129-133).
The socioeconomic condition of the urban migrant worker remains one of the most substantial manifestations of inequality in China. The ever-growing wealth and human rights disparity between urban citizens and rural farmers has multigenerational implications: endangering the migrant workers and disenfranchising the next generation, thereby engendering cyclical poverty. In contrast, the role of architecture has been limited to merely the hegemonic mechanism for sculpting the landscapes and cityscapes, limiting the role of architecture to engage in this politico-economic discourse, validly. This thesis is an example of the potential influence of architecture to transcend its reputation as mere device of the wealthy, instead seizing an opportunity to improve the livelihoods of the poor. The Micro-Institution, a unique building typology that integrates the program related to diverse economic classes: migrant students' education and the elites' study of design and the arts. The democratic intermingling of both economic classes is celebrated on an elevated platform- this artifact serves as the catalyst, delivering an environment apt for socioeconomic exchange. More significantly, the pursuit of beauty and meaning both in the level of architecture and curriculum will be the driving force to directing the role of architecture. Through visiting Compassion Migrant Children (CMC), a reputable non-governmental organization, and the Waldorf Schools during field research in Fuzhou, China, I realized that architecture could be the mechanism to synthesize the arts and economic classes, thereby pragmatically engaging in this discourse of socioeconomic injustice. The major components/players of this Micro-Institution will be migrant children, artist residents, and the public. The main program elements will be public galleries, a migrant children's arts school, artists' studios, and public space for social interaction. This "Micro-institution" will potentially serve as a starter core to further facilitate future affordable housing complex, and also as a rare physical artifact to showcase the dignity and identity of this underprivileged group. This thesis speculates that the role of architecture is greatly limited when thought of strictly as an artifact for tangible usage, and will therefore begin by attempting to use a building prototype to instigate and facilitate social changes at large.
by Yu Gao.
M.Arch.
48
Creaser, Christine Mary. "The experiences of migrant children in the Catholic primary school in Victoria in the 1950s and 1960s." Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/e570fd3fef755b2df4f4f1e2cc668165e50499f26ae0bc990d841bf31ef47df0/3875203/Creaser_2015_The_experiences_of_migrant_children_in.pdf.
Full textAbstract:
Very little research has been undertaken into the Catholic primary school as it existed in Melbourne in the 1950s and 1960s. At this time, all over Australia, the infrastructure (which included school buildings) had been allowed to decline in order to allow everything to be directed towards the war effort. The situation that children all over Australia faced in their schools comprised outdated buildings and very little resources. There were insufficient teachers as fewer had been trained during the Second World War, and conditions were a long way from ideal. This was also the situation in government schools, but in Catholic schools it was much worse because there was no government funding to help to re-establish class rooms and provide needed resources. The end of the War brought the soldiers back to Australia resulting in a marked rise in the birth rate, which in turn brought a large increase in the numbers of children needing to begin school from the 1950s onward. Add to this situation, the arrival, from the late 1940s of thousands of refugees and displaced persons from Europe, the large number of whom were non-English speaking. More than fifty per cent of these migrants professed an association with the Catholic Church and were thereby in need of a Catholic education for their children. At the same time, the numbers of women entering the religious life was growing much more slowly than the numbers of children needing a Catholic education. The sum total of all these factors occurring simultaneously resulted in huge class sizes, insufficient quantities and quality of teaching resources, inadequate school buildings, either because of their age in inner city areas or because in new, outer suburban suburbs, there were no schools and such things as church halls or temporary buildings had to be used. Such was the need for teachers, that teacher training was often hastened so that classes would have a teacher. On top of all this, no provision was made for the teaching of English to those children whose first language was not English. None of the teachers, either in Catholic schools or government schools, had any idea of how to go about this and all expected the children to pick it up as they went along. Teachers coped as best they could to manage the situations in which they found themselves. This chaotic situation is what prompted the researcher to undertake a study to try to understand what the migrant children, in particular, experienced in order to gain an education. From such an oral history project, it was hoped: to gain some understanding of the situation in the Catholic education system at the time of peak migration in the 1950s and 1960s together with the changes which occurred at this time, and; to try to understand the situation under which the teaching Religious were working; to try to understand the experiences of the migrant children who were undertaking their primary school education at that time. Because there were so many migrant groups arriving in Australia at that time, the task of studying representative samples of all of them is far too large for a study of this kind, so a decision needed to be made as to which ethnic groups should be part of the project. The Italian was the largest group, but there has been a volume of study already undertaken about them. The next largest group was the Greek, but as they follow Orthodox beliefs, they were unlikely to be looking for a Catholic education for their children. The next two groups, both much smaller than the Greeks and the Italians, were about the same size. These were the Polish and the Maltese and it was decided that both groups could be studied and perhaps it could be determined not only what life had been like for them in a new country where the way of life was so different to what they had experienced in their home country and where they could not understand the language, but if they had experienced their transitions to Australia in the same way. An oral history project was decided as being the best way to gather the information needed, allowing the interviewees to tell their stories without being confined to the boundaries of a questionnaire. This would allow interviewees to describe events and situations of which the researcher was not aware. Investigations were undertaken to determine what the backgrounds were to each ethnic group’s lives in their respective countries of origin. What the situation was like in Australia at that time was also investigated. The researcher needed to know in what physical conditions the immigrants lived when they first arrived and what the financial situation of the family as well as the number of children in the family and where the interviewee fitted in the family. The physical situation in which they were schooled was considered important and what they learned from their teachers. The researcher believed it was relevant to find out what conditions were like in the school from the teachers’ point of view, to enable the broadest understanding of what the children experienced. Finding migrants who had attended a Catholic primary school in the 1950s and 1960s was much more difficult than anticipated and eventually the snowball method of sampling was employed. In this approach, the interviewee who had responded to the initial requests for interviews which were made through ethnic organisations and clubs, and through the church newspapers, were asked to recommend others of their ethnic group to become interviewees. Social encounters sometimes resulted in more suitable references, thus more snowballing as more suggested interviewees were recruited. The teaching sisters were found by sending letters to each of those orders who had been responsible for providing sisters to teach in Catholic schools, requesting interviewees willing to talk about their experiences. Several of the sisters from these orders agreed to be interviewed. How they managed to cope under the very difficult situations in which they found themselves, adds to the picture. A list of questions was drawn up to set the direction of the interviews not to be a rigid path to follow. From here interviewees were encouraged to talk about their personal experiences and what they felt about their primary school life. Each of the interviews was carefully dissected to find out what the common experiences were and what factors most impinged on the stories. Experiences to more than one interviewees were considered most important, and what the sisters talked about enhanced the whole picture. From this research project, it was hoped that a better understanding of what the post-war child immigrants to Australia experienced as they settled, would be illustrated. Although many advances have been made in teaching migrant children and of the need to teach them English as a second language, rather than letting them learn from the other children, it is the more personal experiences of ‘slings and arrows’ that can be transferred to today’s migrants, so that we can teach them with more understanding.
49
Yu, Hui. "From access to quality? : the enactment of school enrolment policy for internal migrant children in urban China." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10038374/.
Full textAbstract:
In China, internal migrant children’s difficulties accessing schooling in metropolitan areas have been on the government’s policy agenda since 2001. By 2006, a range of policies were in place, designed to facilitate their access to compulsory education. Yet there are still large numbers of migrant children unable to enrol in state schools. While there are myriad studies devoted to the schooling of migrant children, less is known about how the policy framework surrounding their education is developed and enacted. My research aims to fill this gap. Taking a policy sociology approach, I have produced a scholarly analysis of the power relations between the different actors involved in policy enactment, drawing mainly on Bourdieusian, but also Foucauldian, resources. The overall research question is ‘How do different individuals, organisations and groups of actors interpret and enact the policy for migrant children’s schooling?’ I have examined what happens both outside and inside schools. I have used semi-structured interviews as the main method in order to produce rich, in- depth data. The findings of this research indicate that the migrant children's schooling policy carries with it the principle of equal access to education. Yet the degree to which that has been realized is questionable. I argue that, through processes of policy enactment, the unequal power relations between the migrant families, schools and the local government have been further reproduced, but in apparently legitimate ways. As a result, both migrant children and the schools that mainly recruit migrant children are marginalised in the urban education system.
50
Castro, Alexandra. "La gouvernance des migrations : de la gestion migratoire à la protection des migrants." Thesis, Paris 2, 2014. http://www.theses.fr/2014PA020010/document.
Full textAbstract:
Les migrations constituent un phénomène transnational dont la gestion a traditionnellement occupé l’intérêt des Etats de destination des migrants dans l’exercice de leur souveraineté. Avec l’avènement de la mondialisation, le panorama migratoire s’est transformé. Les migrations occupent une place chaque fois plus importante dans les agendas des Etats ayant compris que la maîtrise des migrations nécessitait de la coopération et de l’action conjointe à l’échelle internationale. La gouvernance des migrations comporte tout un ensemble de défis tant pour les Etats de destination des migrants que pour les Etats d’origine et pour la communauté internationale dans son ensemble. D’une part se présente l’intérêt de contrôler l’arrivée des migrants très influencé par des conceptions sécuritaires; d’une autre part apparaissent les conceptions des migrations comme outils du développement qui visent à tirer profit des effets considérés comme positifs des migrations et restreindre ses effets négatifs. Et finalement nous constatons l’existence de circonstances pouvant mettre en danger les droits humains des migrants et face auxquelles des mesures doivent être prises pour assurer le respect total des droits de l’homme des migrants. Concilier les intérêts présents autour de la maîtrise des migrations n’est pas une tâche facile. Afin de trouver un cadre idéal pour la maîtrise des migrations et la protection des droits des migrants, nous explorons 5 hypothèses d’étude qui nous mènent à analyser la gestion mondiale migratoire, la gouvernance régionale des migrations (dans le cadre de l’Amérique latine et des relations bilatérales entre cette dernière et l’Union européenne), la protection des migrants en tant que personnes vulnérables titulaires des droits à vocation universelle, ainsi que la protection proposé par les Etats d’origine des migrants (le cas particulier de la Colombie). Les atouts et les défis de chaque espace de discussion sont analysés ainsi que leurs apports à la maîtrise des migrations et à la protection des migrantsMigrations are a transnational phenomenon that its management has traditionally called attention from the destination states exercising its sovereignty. With the arrival of globalization, the migration perspective has changed. Migrations have an increasingly more important place in the government’s agenda, which has understood that migration management needed the cooperation and the joint action at an international level. The governance of migration involves multiple challenges for the destination countries as well as the countries of origin and for the international community. On one hand, it presents the interest of controlling the arrival of migrants, with a strong influence of security conceptions; on the other hand other ideas have immerged that consider migration as tools for development. Those ideas aim to profit from the effects that are considered as benefits of migration and to stop the negative effects. Finally, we consider the existence of the circumstances that can put in danger migrant’s human rights and for which some measures should be taken. Reconciling the interests surrounding the management of migration is not a simple task. For finding ideal management framework for the governance of migration and the protection of migrant’s human rights, we will explore 5 hypotheses. We will analyze the global administration of migration; the regional administration (in the framework of Latin America); the protection of migrants as vulnerable people having universal rights, as well as the protection from the migrant’s state of origin (in the particular case of Colombia). The assets and the challenges of each one of those discussion environments will be analyzed as well as its contributions to migration’s governance and migrant’s protection