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The EU-GEI Project was funded by grant agreement Health-F2-2010-241909 from the European Community’s Seventh Framework program. The Brazilian study was funded by grant 2012-0417-0 from the São Paulo Research Foundation, D'Andrea, Giuseppe; Lal, Jatin; Tosato, Sarah;Gayer-Anderson, Charlotte;Jongsma, Hannah E.;Stilo, Simona A.; van der Ven, Els;Quattrone, Diego;Velthorst, Eva;Berardi, Domenico;Rossi Menezes, Paulo; Arango, Celso; Parellada, Mara; Lasalvia, Antonio; La Cascia, Caterina; Ferraro, Laura; La Barbera, Daniele; Sideli, Lucia; Bobes, Julio; Bernardo, Miguel; Sanjuan, Julio; Santos, Jose Luis; Arrojo, Manuel; Marta Del-Ben, Cristina; Tripoli, Giada; Llorca, Pierre-Michel; de Haan, Lieuwe; Selten, Jean-Paul; Tortelli, Andrea; Szoke, Andrei; Muratori, Roberto; Rutten, Bart P.; van Os, Jim; Jones, Peter B.; Kirkbride, James B.; Murray, Robin M.; di Forti, Marta; Tarricone, Ilaria; Morgan, Craig

We compared school-immigrant family-community collaboration practices based on the six dimensions of Epstein’s influence model (2001). These three groups of stakeholders (N = 54) participated in this study by answering a questionnaire on their collaboration practices. Kruskall-Wallis analyses revealed a notable difference between the three groups with regard to decision-making practices and at-home learning. A positive correlation was found between the number of years of teaching experience in the school and communication, volunteering, parenting, and decision making, as well as between the child’s grade level and parenting. Results show that although the collaboration practices followed Epstein’s involvement theory, they remained weak, with no significant difference between the three groups in terms of their use. Our findings are discussed in light of recent literature and their practical implications and avenues for future research are proposed to better understand and improve the conditions favoring school-immigrant family-community collaboration.

The lexicon of emotion words is fundamental to interpersonal communication. To examine how emotion word acquisition interacts with societal context, the present study investigated emotion word development in three groups of child Korean users aged 4–13 years: those who use Korean primarily outside the home as a majority language (MajKCs) or inside the home as a minority language (MinKCs), and those who use Korean both inside and outside the home (KCs). These groups, along with a group of L1 Korean adults, rated the emotional valence of 61 Korean emotion words varying in frequency, valence, and age of acquisition. Results showed KCs, MajKCs, and MinKCs all converging toward adult-like valence ratings by ages 11–13 years; unlike KCs and MajKCs, however, MinKCs did not show age-graded development and continued to diverge from adults in emotion word knowledge by these later ages. These findings support the view that societal context plays a major role in emotion word development, offering one reason for the intergenerational communication difficulties reported by immigrant families.

The relationship between first and second language in early vocabulary acquisition in bilingual children is still debated in the literature. This study compared the expressive vocabulary of 39 equivalently low-SES two-year-old bilingual children from immigrant families with different heritage languages (Romanian vs. Nigerian English) and the same majority language (Italian). Vocabulary size, vocabulary composition and translation equivalents (TEs) were assessed using the Italian/L1 versions of the CDI. Higher vocabulary in Italian than in the heritage language emerged in both groups. Moreover, Romanian-Italian-speaking children produced higher proportions of TEs than Nigerian English-Italian-speaking children, suggesting that L1-L2 phonological similarity facilitates the acquisition of cross-linguistic synonyms.

Test materials for Ahn and Chang (2022, "Emotion word development in bilingual children living in majority and minority contexts"), which are shareable publicly according to the study's IRB protocol: (1) language background questionnaire (in Korean), in three versions administered to participants whose additional early-learned language was English, Mongolian, or some other language, respectively, (2) full list of target words, with meta-data on psycholinguistic properties (in .xlsx, .csv, and .pdf format), and (3) emoji response scale (in .pptx and .pdf format). The Korean vocabulary test used was the Receptive and Expressive Vocabulary Test (REVT; see Kim, Hong, & Kim, 2009, "Content and reliability analyses of the Receptive and Expressive Vocabulary Test (REVT)", Korean Journal of Communication Disorders, vol. 14, pp. 34-45). The audio recordings used in the valence rating task are not shareable for privacy reasons, but are reproducible with the information provided in the journal article.

Full dataset, R code, and supplementary material (tables) for Ahn and Chang (2022, "Emotion word development in bilingual children living in majority and minority contexts"). The dataset is provided in Excel format (.xlsx) and tab-delimited text format (.txt): Sheet 1 of the Excel file provides the valence rating, demographic, and language background data in spreadsheet format; sheet 2, the correlations between participants' valence ratings and mean adult valence ratings; and sheet 3, a key explaining each column of the spreadsheets in Sheets 1 and 2. The R code used for all analyses and visualizations included in the journal article is also provided. Supplementary material is provided as a PDF file: Table 2 summarizes language background characteristics of the three child groups; Table 3, properties of emotion words in the ‘positive’ and ‘negative’ valence groups; and Tables 4-8, fixed-effect coefficients in the regression models.

Although an increasing number of studies emphasise migrants’ lack of knowledge about their childcare rights as a crucial barrier to their childcare usage, almost none examines the conditions under which migrant families acquire this knowledge. This study contributes to the literature by exploring potential individual factors determining migrant families’ knowledge about their childcare rights in Germany. I use unique data collected through the project Migrants’ Welfare State Attitudes (MIFARE), in which nine different migrant groups in Germany were surveyed about their relation to the welfare state, including childcare. Analysing a total sample of 623 migrants living with children in their household and by using logistic regression analyses, I find that human and social capital play significant roles in explaining migrants’ knowledge about their childcare rights. Migrants who speak the host language sufficiently are more likely to know about their childcare rights; however, it does not matter whether migrants are lower or higher educated. Moreover, I observe that migrants benefit from their co-ethnic relations only if childcare usage is high among their ethnic group. Based on these results, policy recommendations are discussed in order to increase migrants’ knowledge about their childcare rights in Germany.

This two-wave (1.5 years apart) longitudinal study examined the bidirectional relations between measures of executive function (EF; working memory, attention focusing, inhibitory control, and a comprehensive EF measure) and two types of English word-level reading (pseudoword reading and word reading) among 258 school-aged children (52.6% boys, age = 5.8–9.1 years, in 1(st) to 3(rd) grades at Wave 1) from Chinese American immigrant families. Cross-lagged panel analyses were conducted to test whether the four EF measures and English word-level reading proficiency predicted one another controlling for prior levels of EF or word reading, as well as demographic characteristics and children’s English and Chinese language proficiency. We found a positive bidirectional association between the comprehensive EF measure and pseudoword reading. By contrast, although the comprehensive EF measure positively predicted word reading over time, word reading did not predict comprehensive EF. Additionally, both word reading and pseudoword reading positively predicted working memory over time. The results provided partial evidence that English word-level reading is bidirectionally related to EF among early elementary school-age dual language learners.

This paper examines the effect of immigration on workplace safety, an understudied outcome in the literature. We use a novel administrative dataset of the universe of workplace accidents reported in Spain from 2003 to 2015 and follow an instrumental variables (IV) strategy based on the distribution of early migrants across provinces. Our results show that the massive inflow of immigrants between 2003 and 2009 reduced the number of workplace accidents by 10,980 for native workers (7% of the overall reduction during that period). This decline in workplace accidents is driven by Spanish-born workers shifting away from manual occupations to occupations involving more interpersonal interactions. Immigrant flows during the economic crisis (2010–2015) had no impact on natives’ workplace safety. The scarcity of jobs during that period may have prevented shifts between occupations. Finally, we find no effects of immigration on the workplace safety of immigrants. These results add a previously unexplored dimension to the immigration debate that should be taken into account when evaluating the costs and benefits of migration flows.

[spa] La presente tesis tiene por finalidad comprender la percepción que tienen las familias migradas sobre el papel de la escuela en el éxito escolar de sus hijos e hijas a través de sus proyectos migratorios y expectativas educativas, del imaginario de éxito escolar poseen y de las relaciones que establecen con la escuela y la comunidad. Se adopta la concepción de percepción que engloba el conocimiento, interpretación y explicación de la realidad a partir de aspectos relacionados con las creencias, los valores sociales y los referentes culturales e ideológicos de las personas (Rosado, García, Matarín, González, y otros, 2008). Desde esta perspectiva se aborda la parte teórica de la tesis, que se estructura en tres apartados en función a tres grandes temáticas: (1) familias migradas y percepción educativa, que intenta explicar la evolución del fenómeno migratorio en España y las expectativas que las familias depositan en los hijos e hijas, (2) éxito escolar, familias migradas y agentes socioeducativos, que explica la visión de éxito que poseen las familias, considerando los factores que influyen en él y la importancia del trabajo mutuo entre estos tres agentes educativos, y (3) relación familia, escuela y comunidad, que aborda, no solo el establecimiento de esta triple relación, sino además, el establecimiento de la relación familia-escuela. Metodológicamente la presente tesis se sitúa dentro del enfoque cualitativo orientado a la comprensión, que permite describir e interpretar la realidad desde dentro (Bartolomé, 1992; Sandín, 2003), para lo cual, se han realizado entrevistas semiestructuradas a 40 familias migradas. Los resultados obtenidos sugieren que (1) las familias migradas incluyen el bienestar y la educación de los hijos e hijas en diferentes momentos de sus proyectos migratorios, y que sus expectativas educativas abarcan no solo aspiraciones relacionadas con la formación de sus descendientes, sino además con su futuro profesional y/o laboral. Además, la escuela se identifica como un factor importante que permite el cumplimiento de las expectativas educativas familiares; (2) las concepciones de éxito escolar de las familias guardan relación con sus expectativas educativas y con son influenciadas por factores provenientes de tres entornos: sus hijos e hijas, de ellas mismas y de la sociedad de residencia; (3) las familias migradas, mayoritariamente, reconocen la existencia de una relación familia-escuela que contribuye al éxito escolar de sus hijos e hijas y que depende, en gran medida, del tipo de escuela en la que matriculan a los y las menores. En cambio, con respecto a la relación entre familia, escuela y comunidad, solo algunas familias la identifican y reconocen como un factor que favorece el éxito escolar de sus hijos e hijas, en cuyo caso resaltan el rol que cumple la escuela para lograr esta triple alianza., [eng] The purpose of this dissertation is to understand the perception that migrant families have about the role of the school in the school success of their sons and daughters through their migratory projects and educational expectations, the imaginary of school success they have and the relationships that establish with the school and the community. The conception of perception is adopted that encompasses the knowledge, interpretation and explanation of reality from aspects related to beliefs, social values and cultural and ideological references of people (Rosado, García, Matarín, González, and others, 2008). From this perspective, the theoretical part of the dissertation is approached, which is structured in three sections based on three main themes: (1) migrant families and educational perception, which attempts to explain the evolution of the migratory phenomenon in Spain and the expectations that families deposit in their sons and daughters, (2) school success, migrant families and socio-educational agents, which explains the vision of success that families have, considering the factors that influence it and the importance of mutual work between these three educational agents, and (3) the family, school and community relationship, which addresses not only the establishment of this triple relationship, but also the establishment of the family-school relationship. Methodologically, this dissertation is situated within the qualitative approach oriented to understanding, which allows describing and interpreting reality from within (Bartolomé, 1992; Sandín, 2003), for which semi-structured interviews have been carried out with 40 migrant families. The results obtained suggest that (1) migrant families include the well-being and education of their sons and daughters at different times of their migratory projects, and that their educational expectations include not only aspirations related to the formation of their descendants, but also with your professional and/or work future. In addition, the school is identified as an important factor that allows the fulfillment of family educational expectations; (2) families' conceptions of school success are related to their educational expectations and are influenced by factors from three environments: their sons and daughters, themselves and the society of residence; (3) migrant families, for the most part, recognize the existence of a family-school relationship that contributes to the school success of their sons and daughters and that depends, to a large extent, on the type of school in which they enroll the minors. On the other hand, with respect to the relationship between family, school and community, only some families identify and recognize it as a factor that favors the school success of their sons and daughters, in which case they highlight the role that the school plays in achieving this triple alliance.

Una versión anterior y más reducida de este texto se presentó como comunicación al I Congreso Internacional de Migraciones en Andalucía (CIMA). Universidad de Granada, 13-16 Febrero 2011. En un contexto institucional marcado por la necesidad de reconstituir la confianza y la salud de la democracia, los nuevos modelos ciudadanistas basados en la lógica de la gobernanza apuestan por el desarrollo de espacios y métodos para aprovechar los recursos que, potencialmente, puede otorgar la comunidad en forma de capital social y cultural. Las familias de los alumnos surgen, de este modo, como actores centrales para la mejora del éxito académico a través de su participación en los procesos educativos a la vez que, para el caso del alumnado de origen inmigrante, sirven como argumento para responsabilizar y explicar las diferencias en los resultados escolares. Este artículo presenta una síntesis de los resultados del proyecto de investigación llevada a cabo en el curso 2009-2010 en la Federación de Asociaciones de Padres y Madres de Alumnos de Cataluña (FaPaC). A partir de la identificación del espacio de las AMPA como un caso específico y privilegiado en las relaciones familia-escuela, los objetivos de la investigación se han centrado en dos ejes. En primer lugar, plantear y evaluar el posible papel de las AMPA como una verdadera asociación intermediaria donde construir proyectos y como recurso socioeducativo. En segundo lugar, para analizar y valorar el grado de articulación entre la problemática social detectada - el déficit de participación de las familias inmigradas como explicación a los peores resultados escolares-, las AMPA y las intervenciones y proyectos institucionales que, según el contexto específico catalán con relación a las últimas tendencias en política educativa, cabría esperar. The institutional crisis involving the weakness of democracy and the need for a regeneration of trust has generated new models of citizenship aimed to develop community resources in the form of social and cultural capital. In this context, migrant families appear as central actors to improve academic achievement through their involvement in schools. At the same time, this idea has become paramount to explain the limited academic success of immigrant pupils and the persistent academic gaps compared with non-immigrant pupils. This paper presents a summary of the results of a Project carried out by the author on behalf of the Catalan Federation of Parents' Associations (FaPaC), where we identify PAs as a specific and privileged case of family-school relations. The Project intended to asses the potential role Pas could play as intermediary organizations enhancing social integration and analyze the degree of the relation between the social problem constructed - migrant families' lack of participation as an explanation for the lower school performance of their children - and the institutional projects that should be expected in the Catalan context among PAs.

Though a number of language socialization processes are theorized to promote children’s heritage language proficiency (HLP), little research has considered these processes in a single study and examined their prospective relations to multiple domains of HLP in school-age children. In a two-wave longitudinal study of Chinese American children of immigrant parents (N = 258, age = 7–11 years), language socialization processes (e.g., adult HL use at home, parental attitudes towards HL, child participation in HL classes or extracurricular activities) were assessed using parent reports and behavioral observation at Time 1 (1(st) to 2(nd) grade). Children’s HLP (Cantonese or Mandarin) was assessed using vocabulary and literacy tests at Time 2. Results of structural equation modeling showed that adults’ Chinese language use with children at home predicted children’s higher Chinese receptive and expressive vocabulary two years later, and children’s participation in Chinese language extra-curricular activities predicted their higher Chinese receptive and expressive vocabulary and higher Chinese word reading. By contrast, parental valuing of Chinese language and children’s exposure to Chinese media did not predict children’s Chinese proficiency. These findings provided support for the benefits of HL use at home and HL classes in promoting HL development in children in immigrant families.

As communities become increasingly diverse, it is important to consider how cultural navigation interacts with adolescent development. We examined immigrant parenting values and practices to promote healthy development when developing Padres Informados/Jóvenes Preparados (Padres). Three focus groups were conducted with Latino immigrant parents (n = 27). Parents strove to foster a strong Latino identity to protect their children from detrimental preconceived notions about Latinos in the broader American culture. They conveyed a Latino identity by speaking Spanish and teaching the values of respect and familism. Parents expressed tremendous stress in parenting while navigating difficult policies, socioeconomic conditions, and unfamiliar systems. They actively sought practices to protect their children. Parents also held misconceptions about cultural influences and normative development. These findings provided cultural grounding for Padres, which demonstrated success in improving youth–parent relationships. Family-focused programs serving Latino youth need to consider strengthening cultural identity to improve youth–parent relationships and promote optimal development.

UID/ANT/04038/2013 This article discusses the impact of parental religious transmission upon the religious and citizen identities and performances of their offspring, using an ethnographic study on the parenting practices of Sunni and Ismaili migrant families conducted in Portugal, United Kingdom and Angola. The analysis highlights the role of parental religious upbringing in the strengthening of children’s faith and practice but also towards ensuring certain kinds of citizenship that foster pride of affiliation to a given group identity, while simultaneously promoting intergroup identifications and bridging attachments to fellow citizens. In addition, the comparison between migratory contexts shows how parental religious caregiving may help their children reconcile or resist alternative aspects of religiosity and citizenship in different nation-states. These findings represent a stark contrast with official political discourse, which tends to view immigrant religious parenting as simply based on intergenerational continuity. authorsversion published

This study examined the daily routines and activities of Mexican-heritage mothers and their children with autism spectrum disorder. Experienced sampling methods were used to capture families’ current daily routines and activities, how parents valued those activities, and whether the activity was part of the child’s autism spectrum disorder intervention. A total of 32 mothers were texted five times per day over five consecutive days for a total of 721 observations. Mothers frequently engaged in Self-Care (e.g. showering), General Caregiving (e.g. cooking), and House Chores (e.g. laundry). Children engaged in activities in which interventions could easily be integrated (e.g. Academics, Self-Care, and Playing with Others). Families spent less than one-third (26.1%) of their activities participating in interventions. Mothers and children jointly spent time in General Caregiving, Playing with Others, and Using Electronics. Practitioners should focus on integrating evidence-based interventions into daily joint routine activities.

The number of undocumented migrants in high-income countries has increased in recent decades, imposing considerable political, fiscal, and social pressures on governments. This has fostered discussions on whether and to what extent undocumented migrants should get access to public programs and public benefits. Looking at the 2012 Spanish health reform, this is the first paper to document the impacts of a restriction on access to the health-care system for undocumented migrants on health-care utilization, health-care system perceptions, and self-reported health in a high-income country. We show that such restrictions may significantly reduce planned care for undocumented migrants and result in sharp fall in positive opinions about the health-care services still left available to them. We also exploit the heterogeneity in implementing the policy across regions and report stronger effects in regions that enforced the national ban more fully. Furthermore, in the first 3 years since the implementation of the reform, we find suggestive evidence of a worsening in self-assessed health. This study is relevant for policymakers in the developed world, especially in countries that have recently implemented initiatives aimed at reducing the health-care coverage for targeted groups, such as the United Kingdom and the United States.

Research shows that the exclusion of families' funds of knowledge (FoK) from the curriculum contributes to low levels of school engagement. This study is part of an ongoing research project aiming to promote school engagement among students from immigrant backgrounds through the strategic use of FoK. We provide an overview of the project design and explain how it has been implemented in the specific context of early childhood education in a school in Catalonia. A qualitative approach is used to assess the effect of the process from the teacher perspective, contrasting positive aspects with some of the difficulties experienced. We conclude that including families' FoK in pedagogical practice can contribute towards improving student engagement and fostering more inclusive educational environments Algumas pesquisas mostram que excluir os fundos de conhecimento (FoK) das famílias do currículo escolar contribui para os baixos níveis de envolvimento na escola. Este estudo é parte de um projeto de pesquisa em andamento que visa promover o envolvimento dos estudantes de origem imigrante na escola, por meio do uso estratégico do FoK. Fornecemos uma visão geral do projeto e explicamos como ele foi implementado no contexto específico da educação infantil em uma escola na Catalunha. Foi utilizada uma abordagem qualitativa para avaliar o efeito do processo pela perspectiva do professor, contrastando aspectos positivos com algumas das dificuldades vivenciadas. Concluímos que a inclusão do FoK das famílias na prática pedagógica pode contribuir para melhorar o envolvimento dos alunos e promover ambientes educacionais mais inclusivos Las investigaciones demuestran que la exclusión de los fondos de conocimiento (FoK) de las familias del currículum contribuye a bajos niveles de compromiso escolar. Este estudio forma parte de una investigación en curso destinada a promover el compromiso escolar entre alumnos de origen inmigrante mediante el uso estratégico de FoK. Proporcionamos una descripción general del diseño del proyecto y explicamos cómo se ha implementado en el contexto específico de educación de primera infancia en un centro escolar en Cataluña. Aplicamos una metodología cualitativa para evaluar el efecto del proceso desde la perspectiva del profesorado, contrastando los aspectos positivos con algunas dificultades experimentadas. Concluimos que la inclusión de los FoK de las familias en la práctica pedagógica puede contribuir a mejorar el compromiso escolar y a fomentar un entorno educativo más inclusivo

Dual language learners (DLLs) make up 32% of all children in the United States. Past research showed that proficiency in a heritage language (HL) was associated with better psychological adjustment in school-aged children and adolescents, but the associations of HL and English (EL) proficiency with preschool-aged DLLs’ socioemotional adjustment remain understudied. This study included a sample of low-income Mexican and Chinese immigrant families with preschool-aged DLLs ( N = 90). Children’s HL and EL proficiencies were assessed using language tests. Parents rated their own cultural orientations, parenting styles, and children’s socioemotional adjustment. Children’s expressed anger/frustration and sadness were observed from an emotion-evoking task. Path analyses were conducted to test (a) the unique relations of children’s HL and EL proficiency and parents’ American and heritage cultural orientations to parenting styles, and (b) the relations of parenting styles to children’s adjustment. Results showed that children’s expressive HL proficiency and parents’ American and heritage cultural orientations were positively associated with authoritative parenting, which in turn was associated with children’s lower externalizing problems and higher prosocial behaviors. Children’s expressive EL was negatively associated with parents’ use of authoritarian parenting, and both expressive and receptive HL were negatively associated with children’s expressed sadness. These results indicate that children’s HL development and parents’ host and heritage cultural orientations are associated with socioemotional benefits for young DLLs growing up in low-income immigrant families.

Research in developmental psychology has traditionally focused on parents' roles as agents of emotion socialization in their children's socioemotional development. By contrast, little longitudinal research has examined sociocultural mechanisms shaping parents' own emotional development. Immigrant parents are an ideal population in which to examine these processes and advance conceptual models of culture and continuing emotional development in adulthood. Using developmental functionalism and bioecological models of development as theoretical frameworks, the present study examined how immigrant parents' and children's cultural orientations were prospectively related to parents' self-reported emotional expressivity in the family context. Chinese American immigrant parents (n = 210) with elementary-aged children were assessed at two time points approximately 2 years apart. Path analyses using longitudinal panel models indicated that immigrant parents' cultural orientation in various cultural domains (language, social relationships, media) prospectively predicted their emotional expressivity in the family context. Parents' emotional expressivity was also predicted by children's cultural orientation and by discrepancies between their own and their children's cultural orientations. Our results underscore pathways through which immigrants' interactions with the family and broader sociocultural context can contribute to continued emotional development in adulthood. We discuss implications of our findings for developmentally informed approaches to the study of culture and emotion. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Parents from immigrant backgrounds must deal with normative parenting demands as well as unique challenges associated with acculturation processes. The current study examines the independent and interactive influences of acculturation conflict and cultural parenting self-efficacy (PSE; e.g., parents' confidence in instilling heritage, American, and bicultural values in their children) on perceptions of general parenting competence. Using data from 58 Asian American and 153 Latin American parents of children in grades 6-12, ethnic differences were also explored. Results suggest that lower acculturation conflict is associated with higher perceptions of general parenting competence for both Asian and Latin American parents. Higher cultural PSE is associated with higher perceived general parenting competence for Latino/a parents only. One significant interaction was found, and only for Asian Americans, whereby the negative association between acculturation conflict and perceptions of parenting competence was weaker for those who felt efficacious in transmitting heritage messages. Results are discussed in light of clinical implications and the need for further recognition and study of culturally relevant factors and frameworks among families from immigrant backgrounds.

This article revisits the state-immigrant nexus by exploring the making of immigrant schoolchildren and their families as precarious elements in the population management of the Danish welfare nation-state. The emphasis is on how immigrant schoolchildren and their families have become a problem, and what forms of knowledge, differentiations, technologies and rationalities emerge from the efforts made to understand and solve the problem(s) since their appearance on Danish territory from the 1970s and onwards. The article explores a diverse set of historical-empirical national and local government documents advancing a polyhedron of intelligibility by which the authors discover how problem-solving complexes responsive to immigrant schoolchildren and their families change and overlay each other in a diachronic perspective. The argument presented is that the problem-solving complexes reflect the ambiguous (re)crafting of the Danish welfare nation-state faced with intensified South-North/East-West labour immigration, UN-mandated refugee distribution and global economic restructuring. This article explores the making of immigrant families as precarious elements in the governing of the population's welfare within the Danish welfare nation-state since the 1970s. The emphasis is on how immigrant families became a problem of welfare governing, and what knowledge practices and welfare technologies emerged as problem-solving responses. The article analyses a diverse set of national and local administrative documents advancing a polyhedron of intelligibility by which the authors discover how problem-solving complexes responsive to immigrant families change and sediment, and ultimately, weave the fabric of a Danish welfare nation-state faced with non-Western immigration after the economic boom in the late 1960s.

Romantic relationships are situated within broader cultural and family contexts, and this may be particularly salient to those in intergroup relationships. This study examined variations in young adults’ experiences with intercultural romantic relationships by ethnicity and immigrant generation. A sample of ethnically diverse young adults ( N = 628; Asian, Latino, and European background) reported on self and parent attitudes toward dating outside of one’s own culture, own current dating status, and disapproval and conflict with parents over current and past dating status. Analyses revealed three key findings. First, intercultural relationships were evenly distributed across ethnic and immigrant generation groups. Second, participants of Asian background perceived greater attitudinal discrepancies with their parents toward intercultural dating than did participants of Latino and European background and were more likely to report intercultural dating conflict with their parents than Latino participants. Third, first-generation and second-generation participants were more likely to report intercultural dating conflict with parents than third-generation participants. Altogether, the findings show the importance of (a) incorporating culture into the conceptualization of intergroup relationships, particularly for ethnic minority and recent immigrant groups, and (b) considering the family context of intercultural dating relationships. Implications for the study of intergroup romantic relationships are discussed.

This dissertation is a study on Mexican-American families focusing on undocumented parents with U.S. born children. I argue that these families represent the most contemporary wave of migrants to enter the United States without documentation since the late 1990s and early 2000s. Research on social inequality situates transmission processes between parents and children, I show how undocumented status can be transmitted and experienced through the creation of a particular social context that encapsulates entire families, including U.S. born children. States, which adopt a legal and institutional framework, aimed at restricting immigrant rights present social and cultural challenges for these parent’s, and their children’s integration experiences. I examine how a process of racialization tied to immigration status translates to what it means to be Mexican American. I observe the ways that social support and intra-group relations across Mexican-American communities are weakened because of the increasing stigmatizing element that is undocumented status. By qualitatively capturing families’ experiences across North Carolina and New York, I highlight the meaning and consequences of legal status and detail how it is hindering this group’s progression overall. How families experience undocumented status varies across the individual, community and state levels. Families are learning to adapt to enforcement measures that merely serve to sustain a durable form of inequality that I argue is creating a new Mexican-American experience.

Although many immigrant children to the United States arrive with their parents, a notable proportion are first separated and later reunited with their parents. How do the experiences of separation and reunification shape the well-being of immigrant children? Data were from a national survey of legal adult immigrants and their families, the New Immigrant Survey from 2003 to 2004 (for academic achievement, age 6-12, N = 876; for psychosocial well-being, age 6-17, N = 1,084). Results indicated that immigrant children who were once separated from their parents exhibited poorer literacy and higher risk of emotional and behavioral problems than those who migrated with parents. A protracted period of separation and previous undocumented status of parents amplified the disadvantages experienced by these children.

Treballs Finals del Màster del Màster de Sociologia: Transformacions Socials i Innovació, Facultat d'Economia i Empresa, Universitat de Barcelona, Curs: 2016-2018, Tutor: Anna Escobedo Caparrós, El presente trabajo está dedicado en el estudio de la segunda generación de los inmigrantes chinos de Barcelona en función de las relaciones intergeneracionales entre padres e hijos. Basada en la metodología cualitativa esta investigación se realizó con las entrevistas semiestructuradas con nueve hijos y cuatro padres chinosque residen en Barcelona. A partir del estudio de las relaciones intergeneracionales en las familias chinas de la dicha ciudad, se ha podido aproximar más acerca de su experiencia migratoria, adaptación e integración social, vida familiar y las relaciones generacionales entre padres e hijos.

Romantic relationships are situated within broader cultural and family contexts, and this may be particularly salient to those in intergroup relationships. This study examined variations in young adults’ experiences with intercultural romantic relationships by ethnicity and immigrant generation. A sample of ethnically diverse young adults (N = 628; Asian, Latino, and European background) reported on self and parent attitudes toward dating outside of one’s own culture, own current dating status, and disapproval and conflict with parents over current and past dating status. Analyses revealed three key findings. First, intercultural relationships were evenly distributed across ethnic and immigrant generation groups. Second, participants of Asian background perceived greater attitudinal discrepancies with their parents toward intercultural dating than did participants of Latino and European background and were more likely to report intercultural dating conflict with their parents than Latino participants. Third, first-generation and second-generation participants were more likely to report intercultural dating conflict with parents than third-generation participants. Altogether, the findings show the importance of (a) incorporating culture into the conceptualization of intergroup relationships, particularly for ethnic minority and recent immigrant groups, and (b) considering the family context of intercultural dating relationships. Implications for the study of intergroup romantic relationships are discussed.

We build upon research on immigrant political incorporation, intergenerational family relations, and civic organizations in order to investigate the relationship between parents' political engagement and their children's civic and political participation. Drawing on survey data from a representative sample of California's 1.5 and second generation youth population, our analyses demonstrate support for the top-down model of political socialization in which barriers to immigrant parents' political engagement suppress the civic and political participation of their US-raised children. However, this is not the case for our unique sample of youth who participated in activist civic organizations. Our findings from follow-up in-depth interviews with survey respondents indicate that, while most youth do not actively politicize their immigrant parents, those who gained significant political experience through activist organizations often seek to orient their immigrant parents to US politics. In describing the efforts of some youth to educate their foreign-born parents about politics and encourage their participation, we evidence trickle-up effects in the political socialization of immigrant families. We argue that future research on activist civic associations should consider the impact of individual-level organizational membership on family-level patterns of political engagement.

Although the foreign national population in Spanish prisons has doubled during the past decade from 22% to 44%, few studies have investigated the contribution of foreign nationals to criminality and their risk profiles compared to natives. The present paper compared rates of violent conviction in 917 native and 657 foreign national male offenders, and explored differences in risk factors for violence between groups using logistic regression, receiver operating characteristic (ROC) curve analysis, and positive and negative predictive values (PPV and NPV, respectively). Natives and foreign nationals showed no significant differences in the rate of violent conviction (19.6% vs. 17.2%, respectively). However, when multivariate models were developed to predict violence in the samples using logistic regression, between-group differences in the risk profiles of violent and non-violent offenders were found. Implications of the findings for research, public policy and risk management were explored. Fil: Arbach, Karin. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Barcelona; España Fil: Redondo Illescas, Santiago. Universidad de Barcelona; España Fil: Singh, Jay P.. University Of South Florida. Tampa; Estados Unidos Fil: Andres Pueyo, Antonio. Universidad de Barcelona; España

The current study examined how parents&rsquo, and adolescents&rsquo, reports of parental involvement were associated with adolescents&rsquo, academic goals before and after participating in a college knowledge program. Twelve parent-adolescent dyads (Mage = 13.58) participated in the program. Thematic analysis was used to analyze these data and create themes that emerged based on patterns in parents&rsquo, semi-structured interviews. Findings suggested that while parents&rsquo, reports of their involvement remained relatively the same (high involvement), half of the adolescents indicated increases in their academic goals and perceived parental involvement after participating in the program. This study highlights the role of a college knowledge program on parents&rsquo, changes in perceived parental involvement and academic goals. The study findings identify an avenue to help families access additional capital that can help their children pursue their academic goals.

[eng] This article examines intergenerational language transmission based on a sample of secondary school students in two areas of Catalunya, where for the vast majority Catalan is both the first language and the language used. Based on a questionnaire distributed among immigrant students, the language parents spoke to each other and the language the students declared as their first language, were compared in order to determine any evidence of substitution. The comparison was also made between the first language declared and the language of (cultural) identification, in order to detect if intergenerational transmission could cease. [cat] Aquest article estudia la transmissió lingüística intergeneracional d'una mostra d'estudiants de secundària i batxillerat de dues zones de Catalunya caracteritzades per una alta presència del català com a llengua inicial i d'ús. Sobre la base d'un qüestionari distribuït entre alumnes d'origen migrant, es compara la llengua que parlen els pares entre si i la llengua que declaren els informants com a inicial per tal de determinar si hi ha indicis de substitució. Així mateix, es compara la llengua inicial declarada amb la llengua d'identificació per tal de detectar possible interrupció de la transmissió.

This Research-to-Policy Resource List focuses on resources in the Research Connections collection published in 2010 or later that focus on access to early care and education for children in immigrant families. The resources on this list are organized into the following categories: research reviews, research based on large-scale national datasets, and research based on smaller-scale, in-depth, and/or localized (state- or community-level) studies. These resources provide information on immigrant status as a factor in access to early care and education, on the benefits that early education experiences offer children in immigrant families, as well as on barriers to access and strategies to address those barriers.

Dossiê “Migrações, Interculturalidades e Direitos Humanos” Este artigo apresenta e discute aspetos multidimensionais e interativos do contexto imigratório internacional, relativos à cidadania, direitos humanos, saúde e qualidade de vida, de mulheres brasileiras imigrantes que vivem em situação migratória irregular na cidade de Genebra (Suíça), acompanhadas de seus filhos menores. Trata-se de uma pesquisa multimétodo, desenvolvida à luz da teoria das representações sociais e da clínica e psicossociologia da saúde, utilizando a entrevista enquanto dispositivo enunciativo fundamental, delineando-se uma permanente articulação entre observação, reflexão, diálogo e análise. Os resultados evidenciam que a imigração está relacionada com motivos laborais/econômicos, com informações de redes sociais e de parentes ou amigos já imigrantes naquela cidade. Embora as participantes considerem como positiva a sua decisão de imigrar, a totalidade delas revelou inúmeras e diferentes dificuldades, designadamente: de adaptação, isolamento, exploração, sofrimento psicológico, choro frequente, irritabilidade e intolerância com os seus filhos, insônias, dores musculares, ansiedades e medos quanto ao seu presente e futuro e o de seus filhos. Com os direitos e cidadania aprisionados pela sua situação de ilegalidade e de seus filhos, hipotecam os seus direitos, vivem sob o anonimato, o medo e a ameaça da deportação. Conclui-se que o estresse, o medo e a ansiedade constantes vivenciados no país dito de acolhimento, comprometem a saúde física e emocional e o bem-estar do núcleo familiar. Sugerem-se estudos mais amplos com o intuito de um conhecimento mais aprofundado das famílias imigrantes vivendo em situação irregular. This article presents and discusses multidimensional and interactive aspects of international immigration context, related to citizenship, human rights, health and quality of life, of Brazilian immigrant women living in an irregular migratory situation in the city of Geneva (Switzerland), accompanied by their minor children. It is a multi-method research, developed in the light of social theory of representations and the clinical and health psychosociology, using the interview as a fundamental enunciative device, outlining a permanent articulation among observation, reflection, dialogue and analysis. The results show that immigration is related to labor / economic reasons, triggering up from information of social networks and relatives or friends already immigrants in that city. Although the participants considered their decision to immigrate positively, they all revealed innumerable and different difficulties, namely: adaptation, isolation, exploitation, psychological distress, frequent crying, irritability and intolerance with their children, insomnia, muscle aches, anxieties and fears about their present and future and that of their children. Deprived of rights and citizenship due to their illegality situation, as well as that of their children, they live under the anonymity, fear and threat of deportation. It is concluded that the constant stress, fear and anxiety experienced in the said host country compromise the physical and emotional health and well-being of families nucleus. More extensive studies are suggested with a view to a more in-depth knowledge of immigrant families living in an irregular situation. info:eu-repo/semantics/publishedVersion

A high proportion of legal immigration is based on family reunification. On one view, this is based on a partialist preference towards citizens, and the universally grounded claims of refugees should be given at least equal consideration. This article focuses on reconsidering the justification for considering family reunification a particularly important criterion for admission and residence, without attempting to establish how exactly family and refugee claims should be balanced. It first considers arguments for and against giving substantial weight in migration to family members with respect to citizens and denizens, the state and incomers. These include, on the one hand, the intrinsic value of and right to family life, the possibility of integration and the agent-specific nature of the obligations involved, and, on the other, the anachronistic nature of the family claim, the extent to which migration is voluntary, the contemporary prevalence of transnational family relationships, the inheritance of privilege and the multiplier effect of family reunification. It next considers the justification for discriminating among family applicants in order to reduce family migration numbers by restricting admission to the immediate nuclear family, and examines whether this represents unwarranted cultural discrimination or runs counter to the fundamental reasons for respecting family life. It is argued that family reunification is best justified in terms not of a partialist preference towards fellow citizens, but of a universal obligation to allow those subject to the state's authority to maintain intimate relationships that entail agent-specific obligations of care. This justifies very substantial consideration for at least certain kinds of family reunification. If, in order to meet other claims, we should discriminate among family members, priority should attach to family relationships of care at ‘critical times’, rather than to nuclear family membership per se.

Ce texte concerne la réussite des relations entre les familles immigrantes et l’école et la compréhension des bricolages inédits qui articulent les stratégies des familles et celles du milieu scolaire. En effet, l’interdépendance entre les familles et les écoles est historique : selon les sociétés, les cultures et les politiques, elle a été instituée de diverses manières. À partir d’une recherche menée au Québec auprès de jeunes immigrants et réfugiés, l’article présente plusieurs modèles de collaborations familles-écoles favorables à la réussite scolaire des jeunes et intégrant divers acteurs, comme les jeunes, les parents, l’école avec ses intervenants et la communauté., This text focuses on the success of the relationship between immigrant families and school and seeks to understand the original patching up which articulate the families’ as well as the school’s strategies. Indeed, the interdependence between families and schools is historical : depending on societies, cultures and policies, it was instituted in various ways. Based on a research elaborated in Quebec targeting young immigrants and refugees, this article presents several models of families-schools collaborations that are favourable to the youth’s academic success and that integrate various actors, such as, the youth, the parents, the schools and their personnel, and the community., El presente texto trata del éxito de las relaciones entre las familias inmigrantes con la escuela y la comprensión de los arreglos inéditos que articulan las estrategias de las familias y las del ámbito escolar. En efecto, la interdependencia entre las familias y las escuelas es histórica : de acuerdo con las sociedades, las culturas y las políticas, fue instituida de diversas maneras. A partir de una investigación conducida en Québec con jóvenes inmigrantes y refugiados, el artículo presenta varios modelos de colaboraciones familias-escuelas favorables al éxito escolar de los jóvenes e integrando diversos actores como los jóvenes, los padres, la escuela con sus colaboradores y la comunidad.

This study addressed gender differences and similarities in acculturation, values, adaptation, and perceived discrimination among middle (14-17 years) and late (18-20 years) adolescents. Girls perceived less discrimination and showed better adaptation than did boys. All adolescents valued openness to change and self-transcendence similarly, but older adolescents attached greater importance to their heritage culture and conservatism. Overall, a larger gender gap in acculturation experiences emerged in late adolescence. The findings are discussed with reference to acculturative and developmental processes in a multicultural context. ispartof: Sex roles vol:60 issue:7 pages:537-548 status: published

[spa] El contexto global en que tienen lugar las migraciones familiares actualmente, la modalidad seriada que caracteriza a aquellas procedentes de América Latina y las condiciones de instalación en la sociedad receptora, constituyen elementos de vulnerabilidad psicosocial que pueden afectar especialmente a los hijos en sus trayectorias migrantes. En este marco, los adolescentes son particularmente sensibles a la adaptación a nuevos contextos socio-culturales, dada la centralidad de la socialización extra-familiar en sus vidas, pudiendo encontrar distintas barreras, como la discriminación o el racismo. Esta investigación indaga las experiencias familiares en los procesos migratorios y de socialización, así como en sus respuestas frente al riesgo de exclusión y el malestar psicosocial que plantea este escenario, teniendo en cuenta factores estructurales, capitales disponibles y uso estratégico de los mismos. El estudio se enmarca en un paradigma interpretativo y desde la perspectiva de la Psicología Cultural. Su diseño cualitativo, flexible, utiliza el enfoque biográfico y la técnica de los relatos de vida para el abordaje metodológico, siendo las entrevistas biográficas el principal instrumento de producción de información. El trabajo de campo se realiza principalmente en L´Hospitalet de Llobregat, con cinco familias (casos) contactadas mediante redes locales. Los resultados muestran: i) el papel clave de los capitales sociales y culturales, que frente a condiciones estructurales difíciles, permiten mantener trayectorias de inclusión; para quienes siguen trayectorias de exclusión, la familia (debilitada) y la comunidad étnica, son sus principales soportes; ii)las consecuencias de la separación migratoria en los hijos, tienen más que ver con la pertinencia de las respuestas familiares durante ese período que con su duración; frente a los malestares derivados de condiciones estructurales, las familias más vulnerables intentan asumir las respuestas, con débiles soportes sociales e institucionales, recurriendo puntualmente a servicios socio-sanitarios; iii) distintos tipos de aculturación se corresponden con grados de pertinencia en la socialización, y así con las posibilidades de inclusión y perspectivas de futuro; iv) los espacios de socialización están atravesados por la división “ellos/nosotros”, con consecuencias negativas para la construcción identitaria, de redes y el bienestar adolescente; v) los consumos de drogas y las respuestas familiares de cuidado, ponen de manifiesto la calidad de los procesos migratorios y de socialización., [eng] The global context in which family migrations currently take place, the serial modality that characterizes those coming from Latin America and the conditions of installation in the receiving society, constitute elements of psychosocial vulnerability that can affect especially the children in their migrant trajectories. In this frame, adolescents are particularly sensitive to adaptation to new socio-cultural contexts, given the centrality of extra-family socialization in their lives, being able to find different barriers, such as discrimination or racism. This research investigates family experiences in migratory and socialization processes, as well as in their responses to the risk of exclusion and the psychosocial malaise that this scenario poses, taking into account structural factors, available capitals and strategic use of them. The study is set in an interpretative paradigm and from the perspective of Cultural Psychology. Its qualitative, flexible design uses the biographical approach and the technique of life stories for the methodological approach, with biographical interviews being the main instrument for the production of information. The field work is carried out mainly in L'Hospitalet de Llobregat, with five families (cases) contacted through local networks. It is concluded that in contexts of vulnerability and weak Social State, families rich in social and cultural capitals, cushion the risk of exclusion and psychosocial discomfort of their children, with certain improvements in the quality of life and recognition of rights, although with limits in the future perspectives of their children (linked to development in terms of education / work, discrimination, socio-family supports, etc.). For their part, the poorest families in symbolic resources are inclined towards trajectories of exclusion, and the parents consider as a strategy a new transnational mobility with which the children do not usually agree.

This dissertation investigated the impacts of regulatory policies on well-being of immigrant families and low-income families, which offers evidence for policymakers to evaluate the necessity of employing harsh measures. In the first paper, I used the nationally representative National Health Interview Survey (2000-2012) to study the health and mental health impacts of local immigration enforcement policies, under Section 287(g) of the Illegal Immigration Reform and Immigrant Responsibility Act and the Secure Communities Program. I found some evidence of local immigration enforcement policies negatively impacting the mental health and self-rated health of Latino immigrants. In the second paper, I explored relationships between participation in the Temporary Assistance for Needy Families (TANF) program and parental investments in children, and how stringencies in state TANF policy requirements impacted the relationships. I used the 2004 and 2008 panels of Survey on Income and Program Participation (SIPP) and found that TANF participation was associated with increased family meal times and decreased incidences of family outings and reading time. TANF participation was not associated with other areas of parenting (e.g., extracurricular activity participation, family rules on watching TV, positive parenting, parenting stress, and parental expectation). Also, stringent state TANF policy characteristics were not associated with negative parenting behaviors. In the last paper, I investigated how the stringencies of state TANF policy were associated with single mothers’ long-term trajectories of welfare use, labor supply, and earned income. I used the 1996, 2001, and 2004 panels of SIPP data (1996-2007), covering the decade following TANF implementation. Findings indicated that stringent state TANF policies were strongly related to single mothers’ lower likelihood to participate in TANF; however, single mothers used other welfare programs (e.g., SNAP and SSI) to the same extent as single mothers living in states with less stringent TANF policies. Also, stringent policies did not lead to higher levels of labor supply or earned income.

[eng] The present thesis deals with the immigrants, refugees and asylum seekers’ right to family life. It approaches the right to family life as a right that is wider than family reunification and includes cases of expulsion of foreigners who have family ties in the host country, as well as regularization issues. The present dissertation examines the foreigners’ right to family life from an international human rights law perspective, from an EU law perspective but also includes a comparative study of the legislation of three EU Member States, namely Spain, Greece and Germany. The main research question concerns the impact that the adoption of the Lisbon Treaty and the enhancement of fundamental right in Europe should have on family life related legislation at EU and national level. Not least, the present study aims at assessing the effect and effectiveness of the EU Directives approximately ten years after the deadline for their implementation and focuses on the case law of International, EU and national courts. It concludes that the adoption of the Lisbon Treaty and the fact that the ECFR has gained the same legal values as the Treaty directly affects the Directives which relate to family life and, consequently, the domestic legislations of the Member States which participate in the present study. That being said, the dissertation reaches the conclusion that the applicable family reunification regimes follow a strictly ‘formal’ model which is not compatible with the new fundamental rights scene, as it is formed at EU level. It proposes a new reunification model which will be more ‘substantial’ and will be based on an individual assessment of each application both as regards the family members who may qualify as such, and with respect to the requirements that are imposed for the exercise of the right to family reunification., [cat] La present tesi tracta sobre el dret a la vida familiar dels immigrants, refugiats i sol·licitants d'asil. El dret a la vida familiar s'aborda com un dret més ampli que el reagrupament familiar i inclou casos d'expulsió d'estrangers que tenen vincles familiars al país d'acollida, així com casos de regularització. La tesi analitza el dret a la vida familiar dels estrangers des de la perspectiva del dret internacional de drets humans, i de la perspectiva de la legislació comunitària, però també inclou un estudi comparatiu de la legislació nacional de tres estats membres de la UE, Espanya, Grècia i Alemanya. La principal pregunta de recerca de la tesi es refereix a l'impacte que l'adopció del Tractat de Lisboa i l'ampliació dels drets fonamentals a Europa han de tenir en la legislació relacionada amb la vida familiar a nivell comunitari i nacional. A més a més, la tesi té com a objectiu avaluar l'efecte i l'eficàcia de les directives de la UE aproximadament deu anys després de la data límit per a la seva transposició i es centra en la jurisprudència dels tribunals internacionals, comunitaris i nacionals. La present tesi conclou que l'adopció del Tractat de Lisboa i el fet que la Carta Europea dels Drets Fonamentals hagi guanyat el mateix valor jurídic que el Tractat afecta directament a les directives que es refereixen a la vida familiar i, en conseqüència, a les legislacions nacionals dels Estats membres que participen a l'estudi. Dit això, la tesi arriba a la conclusió que els règims aplicables de reagrupament familiar segueixen un model estrictament "formal" que no és compatible amb la nova escena dels drets fonamentals a nivell comunitari. Es proposa un nou model de reagrupació familiar que serà més "substancial" i es basarà en una avaluació individual de cada sol·licitud, tant pel que fa als membres de la família que poden qualificar com a tal, com pel que fa als requisits que s'imposen per a l'exercici del dret al reagrupament familiar.

Although there is a bulk of evidence for the relations between values, acculturation, and adaptation, the interrelations between these key concepts of the acculturation literature have not yet been investigated simultaneously. The present study proposes a model connecting value orientations (separatedness and conformity) to adaptation outcomes (sociocultural and psychological). Furthermore, this link was hypothesized to be strengthened by an indirect relationship where acculturation strategies (culture maintenance and culture adoption) would relate certain values to certain aspects of adaptation. The model was tested on 287 Turkish-Belgian adolescents with an average age of 16.27 years (SD = 1.86 years). SEM analysis confirmed the hypothesized indirect links underlining the crucial role of acculturation strategies as mediators in the adaptation process. Separatedness predicted sociocultural adaptation via culture adoption whereas conformity impacted psychological adaptation via culture maintenance. In addition, separatedness predicted poorer psychological adaptation. Results were discussed with reference to inverse benefits and costs of individualism and collectivism. ispartof: International journal of psychology vol:42 issue:6 pages:380-392 status: published

The inclusion of immigrant students is essential to ensure equal opportunities and the development of critical and participatory citizenship. In this respect, this article presents a longitudinal study in a school with the aim of knowing the perceptions of teachers towards immigrant families and justifies the importance of enhancing the participation of these families in the educational life. The analysis of this inclusive approach began in the school year 2010/11 and ended three years later. The results obtained through participants’ observation, personal interviews to key informants and the analysis of the documents of the school are exposed classified in different strategies at the organization and classroom levels. La inclusión del alumnado inmigrante resulta fundamental para garantizar la igualdad de oportunidades y el desarrollo de una ciudadanía crítica y participativa. Por ello, el presente artículo corresponde a un estudio longitudinal en un centro escolar con el objetivo de conocer las percepciones de los docentes hacia las familias inmigrantes y justificar la importancia de potenciar la participación de las dichas familias en la vida educativa. El análisis sobre dicho enfoque inclusivo se inició en el curso 2010/11 y finaliza tres años después. Los resultados obtenidos a través de la observación participante, entrevistas a informadores clave y el análisis de documentos del centro se exponen clasificados en diferentes estrategias tanto a nivel organizativo como de aula.

This article reviews current research on gender gaps in educational outcomes among children of new migrants (first, 1.5, and second generation) from a comparative cross-national perspective. The article, examines the relevance for the educational sociology literature the potential explanations for why gendered differences in educational outcomes among immigrants (vis-à-vis non-migrants) continue to occur, focusing on individual, schooling and institutional factors. For example, while gender gaps in expectations and aspirations as well as some cognitive outcomes are increasing (reading ability is considerably higher among females) and shrinking in specific subjects (e.g. math and science ability is slightly higher among boys), that process often has been less explored within and across immigrant vis-à-vis non-immigrant students. We show that, in some countries, gender gaps among disadvantaged ethnic minorities (in relation to other groups) continue to persist and are exacerbated by institutional factors. These disadvantages vary not only across different educational systems and at different rates over time, but are also based on students' social background. Overall, we argue that these educational inequalities are key to understand not only the socio-economic and future political adaptation of migrants and their children but also future social policy developments in the European Union context

This paper presents a descriptive analysis of family structure, gender roles of parents and children and cultural patterns of immigrant families in Spain. Their study came from a survey of students aged 12 to 17 years in Zaragoza city. It presents the family as an agent who is torn between reproduction and social change. On the one hand, this agent transmits values and behaviors that in some cases perpetuate traditional gender roles, but on the other hand, is influenced by the social changes of the host society, specially by other agents such as school and productive work. The findings suggest that immigrant children have different social positions respect to their parents, the host society and gender relations depending on the influence of cultural patterns of the society of origin. Este trabajo presenta un análisis descriptivo de la estructura familiar, los roles de género de padres e hijos y de las pautas culturales de familias inmigrantes en España a partir de una encuesta realizada a alumnos escolarizados entre los 12 y los 17 años en la ciudad de Zaragoza. Se presenta a la familia como un agente que se debate entre la reproducción y el cambio social. Por una parte, este agente transmite valores y comportamientos que en algunos casos perpetúan los roles de género tradicionales, pero por otra parte, se ve influenciada por los cambios sociales de la sociedad de destino, en especial por otros agentes como la escuela y el trabajo productivo. Las conclusiones sugieren que los hijos de inmigrantes tienen distintas posiciones sociales respecto a sus padres, a la sociedad de destino y a las relaciones de género dependiendo de la influencia de las pautas culturales de la sociedad de origen

Direct and indirect/mediated relations of (a) children's and parents' cultural orientations and (b) parent-child gaps in cultural orientations to children's psychological adjustment were examined in a socioeconomically diverse sample of 258 Chinese American children (age 6-9 years) from immigrant families. Parents reported on children's and their own Chinese and American orientations in language proficiency, media use, and social relationships. Parents and teachers rated children's externalizing and internalizing problems and social competence. Using structural equation modeling, we found evidence for both the effects of children's and parents' cultural orientations and the effects of parent-child gaps. Specifically, children's American orientations across domains were associated with their better adjustment (especially social competence). These associations were partly mediated by authoritative parenting. Parents' English and Chinese media use were both associated with higher authoritative parenting, which in turn was associated with children's better adjustment. Furthermore, greater gaps in parent-child Chinese proficiency were associated with children's poorer adjustment, and these relations were partly mediated by authoritative parenting. Together, the findings underscore the complex relations between immigrant families' dual orientations to the host and heritage cultures and children's psychological adjustment. © 2013 American Psychological Association.

"Family unity" is often upheld as the principle of U.S. immigration policy, central to the making and self-understanding of the U.S. as a "nation of immigrants." However, family-based immigration system was only born of struggles of immigrant families against the regime of restriction. As the era of open immigration ended in the U.S. in 1921, there emerged a fundamental tension between claims of immigrant families and the regime of immigration restriction. Much of what current immigration law recognizes as family, or how it matters, originated in the post-1921 era, born out of struggles by immigrant families. This dissertation examines the period between 1921 and 1978 from two perspectives. One is as an era of the three-tiered regulatory system created in the 1920s that lasted until the 1960s to the 1970s: 1) quotas restriction applied to European immigrants 2) exclusion of Asian immigrants, and 3) administrative regulation of immigration from Mexico without a firm ceiling. Another is as the formative years of contemporary immigration control that lasts today. The three-tiered system marked by explicit ethno-racial hierarchization closed first in 1965 by abolition of the quotas system in the Eastern Hemisphere, and finally in 1978 when Congress placed all countries including the Western Hemisphere under a worldwide ceiling. But the end of the quotas era was not a return to an era of open immigration, but an onset of alternative form of immigration restriction and regulation. With particular attention to linkage between ideas about family and ethno-racial composition of the U.S., the dissertation will discuss how claims of family, selective admission and restriction of family immigration, created, reinforced, and unmade the three-tiered immigration restriction regime. To date there has been no comprehensive historical study of the concept of the "family" in immigration law -- how it is defined, who is eligible as a family member and who is not, under what conditions families may be united or separated, and how family-based policies varied according to ethno-racial origin. This lack has resulted in a static and naturalized view of the family rather than a dynamic and contested concept in immigration law and policy. This dissertation explains the changes in definitions of family in immigration, deportation, and nationality law during the quotas era, shows how they are the product of challenges raised by immigrant families, and how they were inherited to the era of formally neutral and at the same time global immigration restriction.

Esta investigación pretende conocer las expectativas de futuro de familias inmigrantes y profesorado sobre los estudiantes de Educación Primaria en la Comunidad Autónoma del País Vasco. El proceso de asentamiento de la primera generación de inmigrantes transnacionales en la última década pone de manifiesto la necesidad de seguir de cerca los procesos de incorporación de sus hijos/as en el nuevo país. Se han estudiado las expectativas de 302 familias inmigrantes y del profesorado tutor de sus hijos en referencia a logros académicos y profesionales, aprendizaje de lenguas y desarrollo de las relaciones sociales del alumnado. Se manifiesta que existe una relación directa entre las expectativas de las familias y el profesorado en logros académicos cuando se refiere a expectativas universitarias y de Educación Secundaria. Simultáneamente, se da una relación positiva directa entre las expectativas hacia el logro del euskera e inglés de familia y profesorado, siendo mayores las de las familias en el caso del euskera, y muy parecidas en el caso del inglés. Las expectativas respecto al nivel profesional, hacia el logro en castellano y lengua de origen así como hacia el desarrollo de las relaciones sociales no guardan una relación directa

As immigration continues to be the main factor in Canada’s recent population growth, the number and proportion of Canada’s immigrant families have also increased, to almost one-fifth of all families in Canada by 2006. We begin with a comparison of immigrant families with non-immigrant families on several sociodemographic characteristics including family type and size and home language to show similarities and differences. Next, we highlight diversity of immigrant families along selected characteristics including place of birth, period of immigration, and socioeconomic characteristics such as education and employment. Finally, we identify some challenges for immigrant families and topics for future research, and conduct a more detailed analysis of low-income or poor immigrant families.

This paper presents a summary of the results of a Project carried out by the author on behalf of the Catalan Federation of Parents’ Associations (FaPaC), where we identify PAs as a specific and privileged case of family-school relations. The Project intended to assess the potential role Pas could play as intermediary organizations enhancing social integration and analyze the degree of the relation between the social problem constructed – migrant families’ lack of participation as an explanation for the lower school performance of their children – and the institutional projects that should be expected in the Catalan context among PAs. Este artículo presenta una síntesis de los resultados del proyecto de investigación llevada a cabo en el curso 2009-2010 en la Federación de Asociaciones de Padres y Madres de Alumnos de Cataluña (FaPaC). A partir de la identificación del espacio de las AMPA como un caso específico y privilegiado en las relaciones familia-escuela, los objetivos de la investigación se han centrado en dos ejes. En primer lugar, plantear y evaluar el posible papel de las AMPA como una verdadera asociación intermediaria donde construir proyectos y como recurso socioeducativo. En segundo lugar, para analizar y valorar el grado de articulación entre la problemática social detectada – el déficit de participación de las familias inmigradas como explicación a los peores resultados escolares-, las AMPA y las intervenciones y proyectos institucionales que, según el contexto específico catalán con relación a las últimas tendencias en política educativa, cabría esperar.

Informe presentat a la Comissió de Qualitat de Vida, Igualtat, Joventut i Esports del 17-07-2012 Gaseta Municipal de Barcelona, núm. 27 (10-10-2012)

Contains fulltext : 102769.pdf (Publisher’s version ) (Closed access) Research on adolescents’ interethnic relations indicates that parents can resist their children's ethnic outgroup relations. However, there is little insight into the underlying reasons for this. The current study examines how cultural groups differ in parental acceptance of their children's outgroup relations, and it examines the role of perceived family reputation vulnerability as well as parents’ religiosity. In addition, it was investigated whether parental acceptance of outgroup relations differs for different outgroups. This was studied among Turkish (n = 49) and Dutch (n = 73) parents of first grade middle school students. Parental acceptance of intimate ethnic outgroup relations was lower among Turkish–Dutch than among Dutch parents. This difference was explained by group differences in perceived family reputation vulnerability and religiosity. It is concluded that concerns about culture transmission and family reputation are related to parental acceptance of outgroup contact, which explains differences in parental acceptance between cultural groups. In addition, status considerations seem to explain differences in parental acceptance of their children's close contacts with different outgroups. 11 p.