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Migrants' processes of (dis)embedding in local and transnational social networks have received growing attention in recent years, but most research focuses on low‐skilled migration. This study explores the affordances and challenges that Russian physicians, as a high‐skilled migrant group in Finland, experience in these processes in work and non‐work domains. Based on semi‐structured biographical interviews with 26 Russian physicians, the study employs Bourdieu's socio‐analysis to analyze their narratives. The results reveal that Russian migrant physicians negotiate and experience differentiated embedding across work-life domains in local and transnational contexts. They mostly develop collegial relationships with Finnish colleagues and benefit from fulfilling professional relationships in the work domain. However, alongside time and efforts needed for building social ties, various factors often impede friendship making and socialization with locals beyond the work domain. These physicians cope with individual life circumstances through their enduring and supportive relationships with their Russian relatives and colleagues-friends. These results indicate that high‐skilled migrants have a greater opportunity to connect professionally with locals than low‐skilled migrants, but experience similar challenges to the latter in building close personal relationships.

Background: Health literacy (HL) is considered to be an important precondition for health. HL research often identifies migrants as vulnerable for low HL. However, in-depth data on HL among migrants especially in its domains of health care, disease prevention and health promotion and its determinants are still scarce.; Objective: The aim of this study was therefore to analyse the current status of HL among migrants and their descendants from Turkey and from the former Soviet Union (FSU) in Germany and factors associated with it. This has not been studied using large-scale data and bilingual interviews. We differentiate between dimensions of HL, namely the domains of health care, disease prevention and health promotion which goes beyond many previous studies. In addition, we explore new mechanisms by testing the explanatory power of self-efficacy and interethnic contacts for migrants' HL.; Methods: The study includes 825 first- and second-generation adult migrants from two of the largest immigration groups in Germany, from Turkey and FSU, who were interviewed face-to-face in German, Turkish or Russian in late summer 2020. HL was measured using the HLS19-Q47 instrument. Age, gender, educational level, social status and financial deprivation, chronic illness, health-related literacy skills, self-efficacy, interethnic contacts, migration generation, duration of stay and region of origin were considered as possible determinants. Ordinary least square regressions were estimated.; Results: The average general HL score was 65.5. HL in health promotion and disease prevention was lower than in health care. Low financial deprivation, health-related literacy skills, and self-efficacy were positively correlated with each HL domain. Educational level, social status, age, gender, duration of stay and interethnic contacts were positively correlated with HL in some domains. Region of origin was only correlated with the domain of disease prevention until interethnic contact was accounted for.; Conclusion: Our study contributes to the existing knowledge by analyzing different domains of HL and testing its correlations with self-efficacy and interethnic contact among migrants. We reveal that migrants cannot generally be considered as vulnerable for low HL, as oftentimes outlined. There is a need for interventions e.g. to enhance the understanding of health information among subgroups with lower HL. Copyright © 2022 Berens, Klinger, Carol and Schaeffer.

Internet celebrity has become a phenomenon of great interest for scholars in the last few years. This is partly due to its impact in contemporary media ecosystems, and its influence in political, social, cultural, and commercial behaviors around the world. Meanwhile, some segments of the population continue to be marginalized by sociotechnical configurations that perpetuate structures of dominance in the digital sphere and on social media platforms. This is the case of immigrants, who often face diverse digital, symbolic, and physical borders that neglect their voice and agency. Thus, the present study aims to explore the creative practices of immigrant tiktokers who have achieved a significant following on this platform. Using a case study approach, we explore four immigrant creator profiles with a following of 17,000 to 500,000 through in‐depth interviews and a multimodal content analysis of 252 of their videos to delve into their platformed practices on TikTok. The participants are Latin American immigrant creators living in the US and Spain, identified as part of a larger study on the uses of TikTok by Latinx immigrants in these two countries exploring 53 immigrant creator profiles with more than 10,000 followers. Their practices related to algorithmic (in)visibility, and their unfolding identities including their digital, creative, political, activist, cultural, and national personas are noteworthy, and suggest unique pathways to reclaim agency through social media influence and construct multi‐dimensional microcelebrity identities beyond migratory status.

How do parents cooperate with each other, what value do they attach to their interaction and how is the degree of cooperation related to social status? The study takes a close look at the social relationships among various groups of Chinese parents at a Chinese Mandarin language school in a metropolitan city in Germany. Taking an ethnographic approach, it captures a vivid picture of the parental social interactions in and outside the Chinese school setting. The study reveals the significance of social interactions, discussing it in relation to the parents’ socioeconomic backgrounds and individual migrant trajectories. (DIPF/Verlag)

Background: The relative importance of a cultural component in the gender division of unpaid labour is still debated.Objective: Drawing on the epidemiological approach to the study of culture, we investigate the cultural component of gender inequality by examining whether gender asymmetries in housework and childcare in families with a migrant background relate to gender equity in the country of origin.Methods: Through multilevel models based on microlevel data (Istat SCIF survey), we examine the extent to which the division of household labour between immigrant partners living in Italy relates to gender equity in their origin country, proxied by the Global Gender Gap Index. We further analyse the changing importance of gender equity in the country of origin at different lengths of stay in the destination country.Conclusions: Immigrants from more (less) gender-equal countries display greater (lower) equality in the division of routine housework and childcare activities. However, gender equity in the origin country loses its importance for couples living in the destination country for a longer time. These findings point to a significant contribution of culture of origin to gender inequality in the intra-couple division of unpaid labour. Yet nonnegligible differences exist between specific housework and childcare tasks and depending on the time spent in the hosting country.Contribution: Our study contributes to the literature on gender inequalities by providing new evidence on the relationship between culture of origin and the division of specific housework and childcare tasks in families with a migrant background. published

Experiences of discrimination such as everyday racism can negatively affect the mental and physical health of children and adolescents with an immigrant background and impair their integration process in the host societies. Although experiences of racism are part of the everyday life of many minors affected by the process of “Othering” (e.g., those with an immigrant background), an overview of empirical findings is missing for this age group worldwide. A systematic review was conducted to identify and analyze international research on the impact of discrimination on the developmental outcomes and integration of immigrant children and adolescents. Three scientific databases were systematically searched up to June 11, 2021. A total ofk= 4,769 identified publications were reviewed based on inclusion and exclusion criteria in terms of the PICOS format by independent reviewers. Thirty-four primary studies published between 1998 and 2021 met all inclusion criteria. The samples examined were mainly migrant youth (k= 30), with onlyk= 2 studies assessing refugee youth andk= 1 study assessing both migrant and refugee youth. The majority of included studies assessed perceived discrimination, with onlyk= 1 study directly assessing experiences of racism. The association between discrimination or racism and developmental outcomes was assessed by the included studies within the three main topics of (a) mental and physical health-related outcomes (k= 30, e.g., self-esteem, depressive symptoms), (b) school-related outcomes (k= 6, e.g., academic achievement), and (c) other developmental outcomes (k= 13, e.g., misconduct or delinquency). Data collection procedures were implemented, and findings on minors’ developmental outcomes and integration process who experience discrimination and racism were summarized and discussed. The current review suggests experienced (racial) discrimination as a negative predictor of children and adolescents’ (mental) health-related outcomes, while no clear results could be found for the association between discrimination and school-related outcomes. A need for more empirical research focusing on the path and (possibly) indirect link between discrimination and children and adolescents’ school-related outcomes as well as resulting school recommendations and the chosen career path was derived.Systematic Review Registration[https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=260291], identifier [CRD42021260291].

For decades, migration to Germany has led to an increasing share of Germans with migration background. Since 2015, Germany has experienced a substantial increase in immigration, particularly from those seeking refuge and asylum from war, economic and environmental catastrophes, etc. With these developments, one can assume an increase in interaction between Germans and foreigners, known as intergroup contact. We investigated this phenomenon by analyzing the development of intergroup contact experiences of Germans with foreigners in various areas of life – specifically while detailing the diverging contact experiences of those with and without migration background as well as those from East and West Germany – and by examining the longitudinal processes between positive intergroup contact with foreigners and attitudes towards foreigners while focusing on the differentiation of between person effects – the measure of differences between people/groups – and within person effects – the measure of how much an individual tends to vary over time., Die Zuwanderung nach Deutschland führt seit Jahrzehnten zu einem steigenden Anteil von Deutschen mit Migrationshintergrund. Seit 2015 ist in Deutschland ein deutlicher Anstieg der Zuwanderung zu verzeichnen, insbesondere von Flüchtlingen vor Krieg, Wirtschafts- und Umweltkatastrophen etc. Bei diesen Entwicklungen ist von einer Zunahme der Interaktion zwischen Deutschen und Ausländer*innen, dem so genannten Intergruppenkontakt, auszugehen. Wir untersuchten dieses Phänomen, indem wir die Entwicklung der Intergruppenkontakterfahrungen von Deutschen mit Ausländer*innen in verschiedenen Lebensbereichen analysierten - und zwar unter besonderer Berücksichtigung der divergierenden Kontakterfahrungen von Menschen mit und ohne Migrationshintergrund sowie von Ost- und Westdeutschen - und indem wir die Längsschnittprozesse zwischen positivem Intergruppenkontakt mit Ausländer*innen und Einstellungen gegenüber Ausländer*innen untersuchten, wobei wir uns auf die Differenzierung zwischen Personeneffekten - dem Maß der Unterschiede zwischen Personen/Gruppen - und innerhalb von Personeneffekten - dem Maß, wie stark ein Individuum im Laufe der Zeit zu Schwankungen neigt - konzentrierten., GESIS Blog

Migrant students have been increasing in Thai public schools due to their parents��� labor mobility within the ASEAN community. There are, however, gaps concerning roles and responsibilities of educational stakeholders and migrant parents who are key to the migrant students��� access and equity in schools. This case study aims to explore stakeholders��� insights into learning experiences of migrant students from Lao PDR, Myanmar, and Cambodia in language classes at one Thai government primary school in Samut Sakhon province. Drawing upon a lens of linguistic ecology, the results reveal that these key stakeholders were interrelated and influential to the migrant students��� learning experience in this linguistically and culturally diverse school. The school administrators and teachers were instrumental in promoting a positive language learning experience for migrant students, who contributed cultural and linguistic diversity to the school environment although they had poor academic performance due to their limited Thai proficiency. Communications between the school and migrant parents were not effective because of parents��� language barriers. Professional learning communities (PLC) and school-family-community (SFC) partnerships should be established in order to provide better language teaching and learning experiences for the migrant students and create an inclusive and equitable education for all. These partnerships can be strengthened through the promotion of recognition and awareness raising of linguistic and cultural diversity. This study can potentially address the significant collaboration and engagement from relevant stakeholders, communities, and policymakers to promote harmony, inclusivity, and quality education for migrant students in public schools in Thailand., Austrian Journal of South-East Asian Studies, Vol. 14 No. 2 (2021): Multicultural Lingual and Multicultural Education

Objective: We investigate the relation between having online and offline personal networks and employment for male and female migrants in the Netherlands. Background: Previous research diagnoses an alarming gender gap for migrants in their employment patterns. Although social networks are identified as being crucial for migrants' labor market participation, we know very little about how migrant men and women differ in their social networks and how these differences translate into varying employment opportunities. Method: Drawing on the Dutch Immigrant Panel of LISS (Longitudinal Internet Studies for the Social Sciences) dataset, we examined migrants' employment patters who have arrived to the Netherlands under different migration streams by conducting logistic regression models. Results: We identify two major findings. While contrary to our expectations, migrant women tend to be connected with those who are employed and with a Dutch background, less connected to men and have a rather dense network structure. Nonetheless, women’s personal networks do not significantly account for their unemployment, but rather their less use of LinkedIn than migrant men. Conclusion: Our findings have implications in understanding network inequalities for female migrants in their labor market participation. Fragestellung: In diesem Beitrag untersuchen wir den Zusammenhang zwischen persönlichen Online- und Offline-Netzwerken und der Arbeitsmarktbeteiligung von Migrantinnen und Migranten in den Niederlanden. Hintergrund: Frühere Forschungen deuten auf ein alarmierendes Geschlechtergefälle bei Migranten in ihrem Beschäftigungsverhalten hin. Obwohl soziale Netzwerke als entscheidend für die Arbeitsmarktbeteiligung von Migranten sind, ist wenig darüber bekannt, wie sich Männer und Frauen mit Migrationshintergrund in ihren sozialen Netzwerken unterscheiden und wie sich diese Unterschiede in verschiedenen Beschäftigungschancen widerspiegeln. Methode: Auf der Grundlage des niederländischen Einwandererpanels des LISS-Datensatzes (Longitudinal Internet Studies for the Social Sciences) untersuchen wir mittels logistischer Regressionsanalysen die Beschäftigungsmuster von Migrantinnen. Ergebnisse: Entgegen unseren Erwartungen hegen Migrantinnen eher Kontakt mit Personen, die selbst erwerbstätig sind, einen niederländischen Hintergrund haben und weiblich sind. Zudem sind Netzwerke von Migrantinnen eher durch eine hohe Netzwerkdichte gekennzeichnet als Netzwerke von männlichen Migranten. Die Ergebnisse deuten zudem darauf hin, dass weniger die persönlichen Netzwerke von Frauen signifikant für ihre Arbeitslosigkeit verantwortlich sind; vielmehr scheint Arbeitslosigkeit unter Migrantinnen mit ihrer verminderten Nutzung von LinkedIn im Vergleich zu Männern mit Migrationshintergrund verbunden zu sein. Schlussfolgerung: Unsere Ergebnisse haben Implikationen für das Verständnis von Netzwerk-Ungleichheiten für Migrantinnen in ihrer Arbeitsmarktbeteiligung.

This study investigated how as reported by Bandura (Self-efficacy: The exercise of control Freeman, 1997) sources of self-efficacy differ across socialization contexts for German students with diverse immigrant backgrounds. We measured all four sources of academic self-efficacy in three socialization contexts for students of former Soviet Union and Turkish descent as well as without an immigrant background, assuming that we would find differences between these groups. Participants were 1217 seventh-grade students in Germany. Multigroup structural equation analyses with latent variables revealed the differential importance of socialization contexts for the relation between academic self-efficacy and its sources across groups. For students of former Soviet Union and Turkish descent, verbal or social persuasion is the strongest contributing factor for academic self-efficacy, whereas for students without an immigrant background, it is mastery experience. In the school context, significant relationships between sources of self-efficacy and academic self-efficacy could only be observed for students without an immigrant background. The results both support and refine Bandura’s social cognitive theory by showing that self-related constructs function differently in students with culturally diverse immigrant backgrounds., Social psychology of education,;Band 24. 2021, Heft 6, Seiten 1407-1432

This study investigated the role of refugee status and language skills for adolescents' inclusion or exclusion decisions in hypothetical intergroup scenarios. 100 German adolescents (Mage = 13.65 years, SD = 1.93) were presented three scenarios in which groups of adolescents are planning leisure time activities, and peers from their own country (Germany) versus another country (Syrian refugees) with either good or bad German skills want to join them. Whereas adolescents' inclusion decisions did not differ between the German protagonist and the Syrian one with good German skills, the Syrian protagonist with bad German skills was less likely to be included than either of the other two. These findings have implications for understanding the role of language in adolescents' inclusion decisions. (DIPF/Orig.)

This study examines and evaluates the representation of ethnocultural diversity in non-fiction TV programmes broadcasted by the Flemish (Belgian Dutch-speaking) public service broadcaster VRT in the 2016–2017 TV season. A qualitative content analysis of a sample comprising 36 clips and episodes of 14 non-fiction programmes was supplemented by four focus group interviews with a total of 12 participants belonging to different ethnocultural minorities. The findings suggest that despite several measures undertaken by the VRT, the representation of ethnocultural minorities is still unbalanced and biased in at least three ways: first, in presenting minorities as homogeneous groups rather than highlighting intragroup differences; second, in ‘typecasting’ people with a migration background thematically, i.e., for items on topics and issues related to their ethnocultural identity; and, third, in portraying and approaching minorities from a dominant group perspective. The article ends with the recommendation for public service media to further improve ethnocultural diversity in the workforce and to encourage their journalists and TV producers to reconsider their ‘professional pragmatics’ in order to increase their ethnocultural sensitivity and better manage the representation of super-diversity in their programmes.

Objective: This study examines the convergence of employment behaviour and work-life balance of foreign-born women with those of native-born Spanish women between 2014 and 2018. Background: The changing role of women in the labour market is a central development of the past century. However, the study of female labour market participation has focused on native women, typically with a college education. Method: We use the Spanish Labour Force Survey and its 2018 ad hoc module on the reconciliation of work and family life to compare the working behaviours of native and migrant women. We use a matching algorithm to construct a sample of native workers with comparable human capital and living arrangement characteristics. Results: The segmentation of the Spanish labour market leads to the concentration of female immigrants in specific occupational niches with precarious employment conditions, regardless of the length of their stay in the country. The country’s employment and care regime forces female migrants to deal with their care responsibilities differently than their native counterparts: i.e., migrants are more likely than natives to interrupt their employment to fulfil household duties, and are less likely to engage in part-time work and to outsource care provision to family and professional caregivers. Conclusion: Female immigrants are doubly penalised as both immigrants and mothers. Fragestellung: Diese Studie untersucht die Konvergenz von Erwerbsverhalten und Work-Life-Balance von im Aus- und Inland geborenen Frauen in Spanien zwischen 2014 und 2018. Hintergrund: Die Veränderung der Rolle von Frauen auf dem Arbeitsmarkt ist eine zentrale Entwicklung des vergangenen Jahrhunderts. Jedoch haben sich wissenschaftliche Untersuchungen auf die weibliche Arbeitsmarktbeteiligung von im Inland geborene Frauen konzentriert, typischerweise zudem derer mit einer Hochschulausbildung. Methode: Wir verwenden die spanische Arbeitskräfteerhebung 2018 und das zugehörige Ad-hoc-Modul zur Vereinbarkeit von Beruf und Familie, um das Arbeitsverhalten von einheimischen und zugewanderten Frauen zu vergleichen. Wir verwenden einen Matching-Algorithmus zur Erstellung eine Stichprobe von einheimischen Arbeitnehmerinnen mit vergleichbaren Merkmalen hinsichtlich des Humankapitals und der Lebensumstände. Ergebnisse: Die Segmentierung des spanischen Arbeitsmarktes begünstigt die Konzentration von Migrantinnen in bestimmten beruflichen Nischen mit prekären Beschäftigungsverhältnissen, unabhängig von der Dauer ihres Aufenthalts im Land. Das Beschäftigungs- und Betreuungsregime des Landes zwingt Migrantinnen dazu, Betreuungsaufgaben anders zu bewältigen als ihre einheimischen Gegenüber: Migrantinnen unterbrechen ihre Erwerbstätigkeit eher, um Haushaltspflichten zu erfüllen und gehen seltener einer Teilzeitbeschäftigung nach, haben weniger flexiblere Arbeitszeiten und lagern Betreuung seltener an familiäre und professionelle Betreuerinnen aus. Schlussfolgerung: Migrantinnen sind doppelt benachteiligt, sowohl als Einwandererinnen als auch als Mütter.

Early Childhood Education and Care (ECEC) is believed to contribute to educational equality and to serve social inclusion and democracy. Segregation in day-care centres counteracts these aims but has hardly been researched so far. We explore ethnic/linguistic and social segregation in Germany using data from the National Educational Panel Study (NEPS) and the Early Childhood Education and Care Quality Study in the Socio-Economic Panel (K2ID-SOEP). We find pronounced differences in preschool composition that point to ethnic/linguistic and social segregation that differs for population groups as well as between regions and states. We discuss political implications of our findings. (DIPF/Orig.), Fr��hkindliche Bildung und Betreuung soll zum Abbau von Bildungsungleichheit beitragen und Inklusion f��rdern. Segregation in Kindertageseinrichtungen wirkt diesen Zielen entgegen, ist aber bisher kaum erforscht. Wir untersuchen ethnische/sprachliche und soziale Segregation in Deutschland anhand von Daten des Nationalen Bildungspanels (NEPS) und der Studie ���Kinder und Kitas in Deutschland��� im Rahmen des Sozio-��konomischen Panels (K2ID-SOEP). Wir finden Unterschiede in der Zusammensetzung der Einrichtungen, die f��r Bev��lkerungsgruppen unterschiedlich ausgepr��gt ist und zwischen Regionen und Bundesl��ndern variiert. Wir diskutieren die Implikationen unserer Ergebnisse. (Autor*innen)

Comparative analyses of the Programme for International Student Assessment between immigrant and native students place immigrant students in an unfavourable position in schools, with disadvantageous indicators regarding socioeconomic and professional paths. However, the Programme for International Student Assessment assesses a series of dimensions that involve constructs that have been little studied in the school immigrant population and that relate to self-concept and school adjustment. Based on the Programme for International Student Assessment’s most recent edition, Portugal’s database of 7,325 15-year-old students was analysed. We selected 438 immigrant cases with two objectives: (1) to evaluate the impact of the length of exposure in the host country on three dependent variables of school adjustment: sense of belonging, perceived loneliness and attitudes towards school (expectations of educational and professional opportunities); (2) to evaluate the differences in results for the same dependent variables, but considering the first and second generation of immigrants in Portugal. For the data analysis, sampling weights and plausible values were analysed with the International Database Analyzer. The results show that students who have been in the country for a year or less have greater difficulties and increased significant differences compared to other migrant groups in the referred indices of self-concept and inclusion. However, other groups, especially those with periods of long-term residence between four and five years, also face substantial levels of school maladjustment.

Reliable information on the integration of refugee students in the German educational system is scarce. In this paper, we examine refugee students’ proficiency in mathematics, biology, chemistry, and physics in comparison to other students with and without an immigrant background, including non-refugee foreign-born students. We analyzed test data from 44,882 ninth-grade students, including 939 refugees, who participated in a national educational monitoring study in Germany (IQB Trends in Student Achievement 2018). In a series of regression models, we estimated the extent to which differences in students’ language proficiency and their families’ social background account for disparities in mathematics and science achievement. Compared to students without an immigrant background, refugee students’ achievement scores were on average 15 to 17 points lower (on a scale with SD = 10 for all ninth-grade students in Germany). Refugees also scored substantially lower than non-refugee foreign-born students (difference of 7 to 10 points). Taking social background and language proficiency into account substantially reduced refugees’ achievement disadvantage to 2 to 5 points compared to students without an immigrant background and to 1 to 5 points compared to non-refugee foreign-born students, with language proficiency explaining the largest proportion of variance. The remaining disparities correspond to a learning gain of roughly one school year in Germany. The results emphasize the importance of providing effective support aimed at fostering refugees’ proficiency in the language of instruction. (DIPF/Orig.), Bisher liegen kaum belastbare Informationen zur Integration junger Geflüchteter im deutschen Schulsystem vor. In diesem Beitrag untersuchen wir die Kompetenzen geflüchteter Jugendlicher in den Fächern Mathematik, Biologie, Chemie und Physik im Vergleich zu anderen Heranwachsenden mit und ohne Zuwanderungshintergrund, einschließlich Jugendlichen der ersten Zuwanderergeneration ohne Fluchtbiografie. Analysiert wurden Testdaten von 44.882 Neuntklässlerinnen und Neuntklässlern, darunter 939 Geflüchtete, die an einer Studie zum nationalen Bildungsmonitoring (IQB-Bildungstrend 2018) teilgenommen haben. Mit Regressionsanalysen prüften wir, inwieweit Disparitäten in den Kompetenzen auf Unterschiede in den Sprachkenntnissen und im sozialen Hintergrund der Familien zurückgeführt werden können. Verglichen mit Jugendlichen ohne Zuwanderungshintergrund erzielten geflüchtete Jugendliche im Durchschnitt um 15 bis 17 Punkte niedrigere Kompetenzwerte (auf einer Skala mit SD = 10 für alle Neuntklässlerinnen und Neuntklässler in Deutschland). Auch die Differenz zu Jugendlichen der ersten Zuwanderergeneration ohne Fluchtbiografie war mit 7 bis 10 Punkten substanziell. Unter Berücksichtigung der Sprachkenntnisse und des sozialen Hintergrunds fielen die Disparitäten mit 2 bis 5 Punkten im Vergleich zu Heranwachsenden ohne Zuwanderungshintergrund bzw. 1 bis 5 Punkten im Vergleich zu Jugendlichen der ersten Zuwanderergeneration ohne Fluchtbiografie erheblich geringer aus, wobei Sprachkenntnisse die größte Varianzaufklärung leisteten. Die verbleibenden Unterschiede in den mathematisch-naturwissenschaftlichen Kompetenzen entsprechen dem Lernzuwachs, der in deutschen Schulen ungefähr in einem Schuljahr erreicht wird. Die Ergebnisse unterstreichen die Bedeutung effektiver Sprachförderung für geflüchtete Kinder und Jugendliche. (DIPF/Orig.)

Comparative analyses of the Programme for International Student Assessment between immigrant and native students place immigrant students in an unfavourable position in schools, with disadvantageous indicators regarding socioeconomic and professional paths. However, the Programme for International Student Assessment assesses a series of dimensions that involve constructs that have been little studied in the school immigrant population and that relate to self-concept and school adjustment. Based on the Programme for International Student Assessment’s most recent edition, Portugal’s database of 7,325 15-year-old students was analysed. We selected 438 immigrant cases with two objectives: (1) to evaluate the impact of the length of exposure in the host country on three dependent variables of school adjustment: sense of belonging, perceived loneliness and attitudes towards school (expectations of educational and professional opportunities); (2) to evaluate the differences in results for the same dependent variables, but considering the first and second generation of immigrants in Portugal. For the data analysis, sampling weights and plausible values were analysed with the International Database Analyzer. The results show that students who have been in the country for a year or less have greater difficulties and increased significant differences compared to other migrant groups in the referred indices of self-concept and inclusion. However, other groups, especially those with periods of long-term residence between four and five years, also face substantial levels of school maladjustment. (DIPF/Orig.)

What factors shape immigrants' worries about becoming targets of ethnic harassment? This is an important question to ask, but most previous studies restricted their focus to the microlevel only. By contrast, few if any studies examined the possible macrolevel antecedents driving harassment-related worries among immigrants. This study aims to help fill this gap. Focusing on a 19-years period from 1986 to 2004 in Germany, we apply multilevel regression modeling techniques to repeated cross-sectional survey data collected among immigrants of Greek, Italian, Spanish, Turkish, and (ex-) Yugoslavian origin, linked with contextual characteristics. Our central finding is that German citizens' anti-immigrant prejudice is the key driver of longitudinal differences in immigrants' harassment-related worries. This association holds net of rival variables, such as fluctuations in media attention to ethnic harassment, as well as across all immigrant groups under study. These results bring us one important step further toward a better understanding of interethnic relations between immigrants and host society members.

This paper compares the partnership arrangements of Turkish and Ethnic German immigrants (i.e., return migrants from Ethnic German communities from predominantly Eastern European countries), the two largest migrant groups in Germany, and native Germans. Most existing analyses of migrants' partnerships focus on intermarriage, marriage formation, or union dissolution. We know only a little, however, about the prevalence of non-marital living arrangements. Given that single person households and cohabitation are widespread phenomena mainly in post-materialist societies, analyzing whether immigrants engage in these behaviors sheds light on potential adaptation processes. The analyses are based on the German Microcensus of the years 2009 and 2013, with a focus on adults in the 18–40 age group. First, we present descriptive findings on the prevalence of partnership arrangements of immigrants and native Germans. Second, we estimate cross-sectional regressions with the partnership arrangement as the outcome variable in order to control for compositional differences between immigrant groups with respect to education. Our results show that while the vast majority of first-generation immigrants are married, the share of married natives is considerably smaller. Living in an independent household without a partner and cohabitation are rare phenomena among immigrants. By contrast, about one in seven natives is cohabiting and more than one quarter is living in an independent household without a partner. The most prevalent partnership living arrangement of the Turkish second generation is living in the parental household without a partner. These results are robust after controlling for education, age, and year in the multiple regression analysis. CA extern

Mental illnesses in adolescence and young adulthood are steadily increasing. Thus, mental disorders represent an individual and societal challenge and an enormous health economic burden, creating an urgent need for research and action. Mental health problems are omnipresent in the life of young people and the internet is the first resource, which helps them to understand their situation. Young people with migration background often have more difficulties accessing health care services. Digital technologies offer an ideal opportunity for a low-threshold platform that addresses the needs of young people. The current project &ldquo, GeKo:mental&rdquo, aims to design a multilingual website for Cologne-based adolescents and young adults that will enable them to obtain comprehensive information about mental illness and health, treatment options and first contact points. To design this website, this study aims to find out what kind of health information is needed and how it should best be presented. Nine focus group discussions with adolescents and young adults with and without migration background (N = 68) were conducted, the focus group discussions took place at schools, in an association for social youth work and in an cultural association, which is linked to a mosque in Cologne, Germany. A qualitative content analysis was conducted on the gathered material. The participants reported concrete challenges and needs. The results will form the basis for the development and design of a website.

Teacher education has the task of preparing teachers for a professional role suitable within a national context but with respect to a global information society. In this chapter, research concerning migrant teachers with foreign teaching degrees studying Swedish teacher education is presented. Findings identify unfamiliar ways of thinking and practising they experienced in a new context. Further findings show what educated teachers experience when they re-enter as professionals in a new school context. Lastly, there will be some thoughts about further education and what content is needed in order to scaffold migrant teachers upon re-entering their profession. (DIPF/Orig.)

Evidence from organizational psychology for the benefits of goal setting for performance is promising, but it is unclear whether these findings also apply to preschool teachers. The present study explored this and found that preschool teachers’ team goal setting was positively associated with pedagogical process quality in the domain of science education, but not language education and social-emotional support. Es gibt vielversprechende Erkenntnisse aus der Organisationspsychologie zum Zusammenhang zwischen Zielsetzung und Leistung, aber es ist unklar, ob diese Erkenntnisse auch für frühpädagogische Fachkräfte gelten. Mit der vorliegenden Studie wurde dies untersucht. Die Zielsetzung des Teams frühpädagogischer Fachkräfte war positiv mit der pädagogischen Prozessqualität im Bereich der naturwissenschaftlichen Bildung, nicht aber in den Bereichen sprachliche Bildung und sozial-emotionale Unterstützung assoziiert., bildungsforschung, Bd. 2 Nr. 18 (2020): Frühkindliche Bildung und Entwicklung

This book discusses the educational systems into which students with refugee backgrounds are placed when relocated into many of their new homelands. It discusses the current climate of neo liberalism which pervades schooling in many western countries and the subsequent impact on curriculum focus and teaching strategies. It proposes ways in which these students, who are currently the most vulnerable students in school, can be educated with policies and perspectives which respect the diversity and uniqueness that characterises the world today as the result of the global unrest and subsequent diaspora. The impact of power, politics, people and pedagogies on the prospects of these is investigated and a model for holistic education, which includes the wisdom and care of pedagogical love is discussed as way in which a more human and compassionate approach to education for these and all students of difference can be integrated into school communities despite neo liberal imperatives in education. Research indicates that schools which are spaces of safety and belonging, through leadership of care and empathy, can provide successful educational opportunities for students who have asylum seeker and refugee backgrounds and experiences. (DIPF/Orig.)

Contemporary educational psychology 63 (2020) 101893, 36 S., The present study investigates whether teacher perceptions of students' cognitive skills, their learning motivation, and their classroom behavior differ according to students' socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers' perceptions of students' learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. (DIPF/Orig.)

This article explores the relations and tensions between sustainability education and social inclusion in the context of Nordic early childhood education. Based on ethnographic field studies of ecological sustainability education in socially vulnerable neighborhoods, we discuss how a focus on access to nature experiences and nature education appears to overlook societal mechanisms of exclusion, which frame and get entangled with sustainability education activities. This, we argue, becomes a barrier for inclusive sustainability education, but it also prevents attention being paid to ambivalent emotions connected with relations to nature that could be a key to developing further the content of early childhood sustainability education. (DIPF/Orig.), Dieser Artikel untersucht die Beziehungen und Spannungen zwischen Nachhaltigkeitsbildung und sozialer Integration im Kontext der nordischen frühkindlichen Bildung. Basierend auf ethnographischen Feldstudien zur ökologischen Nachhaltigkeitsbildung in sozial gefährdeten Nachbarschaften diskutieren die Autoren, wie ein Fokus auf den Zugang zu Naturerfahrungen und Naturbildung gesellschaftliche Ausgrenzungsmechanismen zu übersehen scheint, die Aktivitäten der Nachhaltigkeitsbildung einrahmen und mit diesen verflochten sind. Dies, so argumentieren die Autoren, wird zu einer Barriere für eine inklusive Nachhaltigkeitsbildung, aber es behindert auch die Aufmerksamkeit für ambivalente Emotionen in den Naturbeziehungen, was ein Schlüssel zur Weiterentwicklung der Inhalte frühkindlicher Nachhaltigkeitsbildung sein könnte. (DIPF/Orig.)

This book discusses the overrepresented referral of students from a migrant background to special education by concentrating on the case of students from a Turkish background in Austria. It attempts to open space for bringing first-hand experiences together to address the complexity of the referral process and to develop an understanding that goes beyond oversimplification and linear explanations for the overrepresentation of students from a migrant background in lowpromising schools. (DIPF/Orig.), Dieses Buch diskutiert die Überrepräsentation von SchülerInnen mit Migrationshintergrund mit sonderpädagogischem Förderbedarf, wobei in der Studie SchülerInnen mit türkischem Hintergrund in Österreich im Mittelpunkt stehen. Es wird versucht, Raum für die Zusammenführung von Erfahrungen aus erster Hand zu schaffen, um die Komplexität des Überweisungsprozesses anzugehen und ein Verständnis zu entwickeln, das über die Vereinfachung und lineare Erklärungen für die Überrepräsentation von SchülerInnen mit Migrationshintergrund in nicht-vielversprechenden Schulen hinausgeht. (DIPF/Orig.)

There are several efforts in Sweden, aiming at bridging the gap between the academic and work-based knowledge and experience of migrants and the Swedish requirements in different professional fields. In this chapter, the Swedish system in capturing the skills of migrant academics for use in the Swedish labour market, focusing on migrated teachers and preschool teachers, is described. The Bridging Programmes offer supplementary education for migrants with a teacher’s degree from a foreign country. The Bridging Programmes are given at six higher education institutions in Sweden. Initially, a short background of the situation in Sweden and the Swedish government's intentions for allocating resources for bridging programmes is given. Thereafter the supplementary education for migrant teachers and preschool teachers is described: how it is organized at six higher education Institutions. (DIPF/Orig.)

The present study compares prosocial motivation and prosocial behavior of children with a Turkish immigrant background in Germany (n = 44) to German children living in Germany (n = 50) and Turkish children living in Turkey (n = 68). Only girls living in Germany with Turkish immigrant background were found to achieve high levels of prosocial motivation and behavior. Whereas boys with Turkish migrant background and German children without immigrant background showed low levels of prosocial motivation and prosocial behavior. In contrast, Turkish children without immigrant background were high in prosocial motivation but low in prosocial behavior. (DIPF/Orig.), Die vorliegende Studie untersucht prosoziale Motivation und prosoziales Verhalten von deutschen Kindern ohne Migrationshintergrund (n = 50) und Kindern mit einem türkischen Migrationshintergrund in Deutschland (n = 44) sowie türkischen Kindern ohne Migrationshintergrund in der Türkei (n = 68). Nur Mädchen mit einem türkischen Migrationshintergrund weisen sowohl ein hohes Level an prosozialer Motivation als auch an prosozialem Verhalten auf. Jungen mit türkischem Migrationshintergrund und deutsche Kinder ohne Migrationshintergrund zeigten weder prosoziale Motivation noch prosoziales Verhalten. Dagegen zeigten türkische Kinder ohne Migrationshintergrund prosoziale Motivation, jedoch kein prosoziales Verhalten. (DIPF/Orig.)

Peerness is a common approach to learning, especially in Nordic adult education, but is increasingly adopted by European Union (EU)-funded projects that aim to improve migrants’ employability. This article discusses action research that evaluated an ESF-funded project, run by a Finnish popular adult education association in collaboration with vocational adult education institutes, NGOs, and a trade union. The project trained migrants to become peer group guides and empower migrant-background participants for employment. The training prepared guides to become experiential experts, but increased the distance between the participants and themselves. The guidance could even strengthen the otherness of participants when the peerness was based solely on sharing a migrant background. Voluntary peer guidance may reinforce this separation, but dependence on ESF funding also shapes mainstream adult education; therefore, the empowerment of migrants should build on collaboration between experiential experts and guidance professionals as part of the regular adult education system. publishedVersion

Student well-being is an issue with regard to educational effectiveness. However, little is known about Swiss students’ well-being in school. This study was conducted in the context of the project “Überprüfung des Erreichens der Grundkompetenzen ÜGK 2016” and aimed at contributing to closing this gap by investigating adolescents’ (N = 22,423) well-being in school. An analysis of six well-being in school dimensions revealed the following results: Swiss secondary students report positive attitudes, a good academic self-concept, low physical complaints and low social problems, but also a lack of enjoyment and a prevalence for worries in school. Significant differences across gender, region, migration background, and attended school type as well as associations between well-being in school and school reluctance and truancy were found., Das Wohlbefinden von Schülerinnen und Schülern ist ein Kriterium für Schulqualität. Allerdings ist bisher wenig zum schulischen Wohlbefinden von Schweizer Kindern und Jugendlichen bekannt. Unsere Studie, durchgeführt im Rahmen der ÜGK 2016, greift diese Lücke auf und untersucht das schulische Wohlbefinden von N = 22 423 Jugendlichen. Eine differenzierte Analyse der sechs Dimensionen des Wohlbefindens ergab Folgendes: Schweizer Jugendliche weisen positive Einstellungen und ein gutes akademisches Selbstkonzept, wenige physische Beschwerden und soziale Probleme auf, jedoch ebenfalls einen Mangel an Freude und eine Prävalenz für Sorgen in der Schule. Es zeigen sich signi-fikante Unterschiede hinsichtlich Geschlecht, Region, Migrationshintergrund und besuchtem Schultyp sowie Zusammenhänge zwischen Wohlbefinden und Schulverdrossenheit bzw. Schulschwänzen., Le bien-être des élèves à l’école est un critère de la qualité scolaire. Dans les écoles suisses, on en sait par contre assez peu à ce sujet. Réalisée dans le cadre de COFO 2016, notre étude a également le but de combler cette lacune et examine donc le bien-être à l’école de N = 22 423 jeunes gens. Une analyse différenciée des six perspectives du bien-être à l’école montre que les jeunes suisses se montrent positifs, ont une bonne conception de soi académique, une bonne santé physique et peu de problèmes sociaux. Par contre, elle révèle aussi un manque de plaisir et une prévalence des préoccupations éprouvées au sein de l’école. On a trouvé des différences significatives en termes de sexe, de région, d’origine migratoire et de type d’école fréquentée, aussi bien que des rapports entre bien-être à l’école et lassitude envers l’école et absentéisme., Il benessere degli studenti a scuola costituisce un criterio rilevante per deter-minare la qualità della scuola. Tuttavia, finora poco è noto su come gli alunni svizzeri si sentano nel contesto scolastico. Questo studio, condotto nell’ambito della VeCoF 2016, intende colmare questa lacuna esaminando il benessere a scuola di 22 423 adolescenti. Un’analisi differenziata che tiene conto delle sei dimensioni del benessere a scuola ha rivelato quanto segue: I giovani svizzeri hanno atteggiamenti positivi e un buon concetto di sé scolastico, pochi disturbi fisici e problemi sociali, ma anche una mancanza di gioia e una prevalenza di preoccupazioni a scuola. I risultati evidenziano inoltre differenze significative nel senso di benessere tra gli studenti in base al genere, alla regione di provenienza, all’origine migratoria e al tipo di scuola frequentata. Si rileva inoltre un’associa-zione tra benessere a scuola grado di disimpegno e assenteismo scolastico.

Background An ageing and a shrinking labour force implies that the prevention of a premature exit from work due to poor health will become more relevant in the future. Medical rehabilitation is a health service that aims at active participation in working life. The provision of this service will be relevant for an increasing part of the ageing labour force, namely, employees with a migrant background and their different subgroups. Thus, this study examines whether first- and second-generation employees with migrant background differ from non-migrants in their utilisation of rehabilitation services and whether within the subsample of migrant employees, those persons with foreign nationality differ from those with German nationality. Methods Socially insured employees born in 1959 or 1965 were surveyed nationwide in 2011 as part of the lidA cohort study (n=6303). Survey data of the first study wave were used to identify the dependent variable of the utilisation of rehabilitation (in- and outpatient), the independent variable of migrant status and the covariates of sociodemographic, work- and non-work-related factors. Applying bivariate statistics with tests of independence and block-wise logistic regressions, differences between the groups were investigated. Additionally, average marginal effects were computed to directly compare the adjusted models. Results The study showed that first-generation migrants had a significantly lower likelihood of utilising outpatient rehabilitation than non-migrants (fully adj. OR 0.42, 95% CI 0.22-0.82) and that average marginal effects indicated higher differences in the full model than in the null model. No significant differences were found between the first- or second-generation migrants and non-migrants when comparing the utilisation of inpatient rehabilitation or any rehabilitation or when analysing German and foreign employees with migrant background (n=1148). Conclusions Significant differences in the utilisation of outpatient rehabilitation between first-generation migrants and non-migrants were found, which could not be explained by sociodemographic, work- and non-work-related factors. Thus, further factors might play a role. The second-generation migrants resemble the non-migrants rather than their parent generation (first-generation migrants). This detailed investigation shows the heterogeneity in the utilisation of health services such as medical rehabilitation, which is why service sensitive to diversity should be considered.

The Journal of educational psychology 112 (2020) 8, S. 1546-1562, In large-scale assessments, performance differences across different groups are regularly found. These group differences (e.g., gender differences) are often relevant for educational policy decisions and measures. However, the formation of these group differences usually remains unclear. We propose an approach for investigating this formation by considering behavioral process measures as mediating variables between group membership and performance on the 2012 Programme for International Student Assessment complex problem solving (CPS) items. We found that across all investigated countries interactive behavior can fully explain gender differences in CPS, but cannot explain differences between students with and without a migration background. However, in some countries these results differ from the cross-country results. Our results indicate that process measures derived from log data are useful for further investigating and explaining performance differences between girls and boys and students with and without migration background. (DIPF/Orig.)

Using a survey experiment, we test whether discrimination against job candidates with a second-generation migration background varies by signaling either assimilation into the host society or attachment to the country of origin. In our study, Swiss HR managers evaluate descriptions of fictitious CVs in which we vary the origin, language proficiency, and extracurricular activity of the jobseekers with and without a cultural context. The findings reveal that candidates with Polish- or Turkish-sounding names are evaluated worse than candidates with Swiss- or Spanish-sounding names. The effect of signaling attachment to the native and host country culture depends on the perceived distance of the cultural background. A candidate with a Spanish-sounding name who speaks the native language and acts as a chairperson in a Spanish cultural association is granted a better evaluation by employers. Regarding the Polish applicants, neither signaling attachment to the country of origin nor assimilation to the Swiss background makes a significant difference. In contrast, regarding applicants with Turkish-sounding names, signaling assimilation improves employers’ evaluation of their profile, whereas signaling attachment to the Turkish culture either by an extra curricula activity or indicating proficiency in both the Swiss and Turkish languages leads to significantly worse evaluations. We conclude that especially for individuals stemming from origins that are perceived as culturally distant, signaling attachment to the culture of origin may result in a higher occurrence of discrimination, even when the signal indicates higher human- or social-capital of the jobseeker.