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We present results of a randomized control trial of a two-generation English as a Second Language (ESL) program in which all families participated in Head Start while treatment parents also enrolled in a high dosage, family-focused ESL curriculum with supportive services. Examining 197 parent-child dyads among Spanish- (89%) and Zomi-speaking (11%) immigrant families, we found improvements in participant parents' English reading skills and engagement with their child's teacher after one year. Parents with low levels of English proficiency (57%) at program start reported more positive parenting skills and lower levels of psychological distress whereas parents with more advanced English proficiency (43%) reported more parenting stress and higher levels of psychological distress. We did not find main effects on children's language and cognitive skills. We conclude by discussing policy implications of a two-generation approach for immigrant families. [ABSTRACT FROM AUTHOR]

Drawing on China's rising population outflows and the theory of everyday geopolitics, this study discusses how the daily international encounters of emerging Chinese immigrants (re-)write international relations. The study was conducted through fieldwork with new Chinese immigrants in Zimbabwe and reveals two findings. First, Zimbabwean political elites have been knitting a geopolitical discourse through the well-known nationalism and patriotic histories between China and Zimbabwe constructing 'successful and mutually beneficial' Zimbabwe-China relations. However, this elite geopolitical discourse has been facing great challenges among ordinary people in post-2000 Zimbabwe due to the influx of Chinese immigrants. Second,the new Chinese immigrant have been becoming key players in (re-)narrating Zimbabwe-China relations for their unbalanced trade relations with locals, inappropriate behaviours, their precarities, and investment in local public services. This migrant group not only incurs a Sino-phobia sentiment in post-2000 Zimbabwe, but also contributes to the maintaining of the public opinion on the Chinese presence here, articulating a complex and diverse set of geopolitical discourse. This study provides persuasive evidence that everyday practice has a stronger role in knitting together geopolitical discourse than traditional narratives and provides insights for transnational geopolitics to examine heterogeneity, complexity, and diversity of the geopolitical players in more details. [ABSTRACT FROM AUTHOR]

• This study examined the home language experience profiles of DLLs in MSHS. • Group 1 had bilingual exposure. Group 2 had more exposure to Spanish from adults. • Child and family characteristics were related to DLLs' profile group membership. • Children in Group 2 presented higher Spanish literacy skills. • Two groups did not differ in conceptual receptive language and English literacy. Children from migrant and seasonal farmworker (MSFW) families are among the most educationally disadvantaged and underserved groups in the United States; however, they have received limited research attention. Using a large nationally representative sample of MSFW children in Migrant and Seasonal Head Start (MSHS) programs, this study offered national portraits of MSHS Spanish-English speaking children's language experience profiles in their homes. Preschool-aged Spanish-English dual language learners (DLLs; N = 280) were classified into two distinct profiles: (1) the Bilingual Exposure group (58.9%), comprising DLLs who had Spanish-English exposure from both adults and children, and (2) the Adult-Spanish, Child-Bilingual Exposure group (41.1%), consisting of DLLs who had Spanish-dominant exposure from adults and exposure to both languages from other children. Compared to the Adult-Spanish, Child-Bilingual Exposure group, children in the Bilingual Exposure group were more likely to come from non-immigrant families, had mothers with higher educational levels, and engaged in more home learning activities. When literacy skills were compared, the Adult-Spanish, Child-Bilingual Exposure group presented higher Spanish letter-word identification skills than the Bilingual Exposure group. No group differences were found in English letter-word identification and bilingual auditory comprehension. Our findings suggest the importance of Spanish language experience at home and call for tailoring educational approaches that consider the diverse home experiences of DLLs attending MSHS. [ABSTRACT FROM AUTHOR]

With increasing violence, political, and economic instability in Latin America, there is a record number of migrants crossing the U.S. southern border. Latin American migrants are often exposed to traumatic events before leaving their home country and during migration. While prior studies document that sex may play a role in types of traumatic exposure, few studies compare differences in traumatic exposure by sex and place of occurrence of recently arrived immigrants. Addressing this gap, we recruited 120 adults who had recently crossed the U.S.-Mexico border. Participants completed questionnaires to characterize trauma exposures in their home country and during their migration journey. Results found that men reported higher levels of exposure to combat situations, while women were more likely to experience sexual assault. Both combat exposure and sexual traumas occurred more often in home countries than during migration. More than half of the full sample reported being threatened with a firearm. These data confirm gender differences in type of trauma and that exposures in the country of origin may provide the impetus to migrate. [ABSTRACT FROM AUTHOR]

In this collaborative autoethnography, I (Rose) discuss my personal experience with cultural transmission as cultural conformity. As a cultural hybrid and a daughter of a southern Italian proxy bride I share my narratives with a daughter of a Greek proxy bride (Maria). We find confluences in our experiences and understandings that suggest we are Daughters of the Diaspora. We may not be unique. Using a shared autoethnographical approach between ourselves and a collaborator (Jane), we construct and critique vignettes that capture and interrogate our understandings. This study offers a potential model for further inquiry by women who are daughters of migrant parents and who may have had similar experiences of the impositions of cultural conformity. This study is situated in Australia, but as global citizens, it behoves us in terms of social inclusion and social equity to recognise who our people are, the different way which people came to new countries and how that impacts the generations that follow them. [ABSTRACT FROM AUTHOR]

This is the first Dutch study investigating symptoms of five DSM-IV-classified anxiety disorders and depression in a large sample of pre-adolescent children with and without a migration background, adjusting for socioeconomic position (SEP) and social preference. Both are potential explanatory factors for differences in mental health among migrant children. We measured anxiety and depression scores with the self-report Revised Child Anxiety and Depression Scale (RCADS) in 2063 children (aged 8–13 years, 55% girls) in the Netherlands. Surinamese/Antillean, Turkish, and Moroccan children reported significantly higher anxiety scores than Dutch children. SEP and peer rejection partly explained higher anxiety scores. Surinamese/Antillean and Turkish children reported comparable depression scores to Dutch children, but Moroccan children reported lower depression scores after adjusting for SEP and peer rejection. Girls reported higher anxiety and depression levels across all four subgroups. Although differences between children with or without a migration background were small, these may increase in later life as the prevalence of anxiety and depression increases with age. [ABSTRACT FROM AUTHOR]

Focusing on Korean and Korean American usage of hagwons , popular private supplementary educational institutions native to Korea and transmitted to the USA, this article explores the transnational transformation of students' and parents' perception and experiences surrounding institutions transmitted from the migrant-sending society to the receiving society. While previous studies of immigrant-led ethnic institutions in the USA focus on these institutions as local institutions developed in the migrant-receiving society and operating in the receiving society contexts, immigrant-led institutions also include transnationally transmitted institutions originating from migrants' ethnic homelands. Contextualizing immigrant-led ethnic institutions in a transnational framework, this study (1) traces how nonmigrant Koreans perceive and use hagwons in their origin society and (2) examines how (im)migrant Koreans negotiate homeland and hostland norms in navigating the transnationally transmitted institutions. In-depth interviews with nonmigrant and (im)migrant Korean students and parents in Seoul Metropolitan Area, Korea, and Greater Boston, the USA, reveal that immigrants integrate transnational and assimilative strategies in utilizing the transnationally transmitted institutions. Specifically, while deciding to use the tried-and-tested educational institutions transmitted from Korea to educate their second-generation children, immigrant Koreans utilize hagwons in ways that respond to the assimilative needs and constraints of the host society. While hagwons are uniquely Korean and Korean American institutions, their transnational transmission and transformation have implications for better understanding how immigrant experiences—in this case, education of immigrants and their children—are shaped at the intersection of the sending society and the receiving society influences. [ABSTRACT FROM AUTHOR]

Purpose: This research investigates the heritage language (HL) as a core value of first-generation Yorùbá English bilingual immigrants in the United States and explicates HL maintenance practices among them. Methodology: It uses observation and semi-structured interviews with first-generation Yorùbá–English bilingual immigrants residing in New York, Texas and Maryland. Data and analysis: Transcripts from the interviews and field notes from the observation were analysed and coded using Reflexive Thematic Analysis (RTA) and some features of the Interlinear Morpheme Glossing (IMG) rules which are conventions useful for transliterations and translations. Findings: The heritage language is the distinctive identity of first-generation Yorùbá–English bilingual immigrants in the United States. Hence, they adopt maintenance strategies similar to those of other immigrants identified in previous studies (home language, language of familiarity, language as code and language for admonition) and devise ingenious strategies to ensure maintenance including language for setting intergroup boundaries, language for maintaining connectedness and language for naming realities. Originality: Previous studies have examined HL maintenance among Asian, Hispanic and European immigrants who have HLs with high numeric strength, but this study examines immigrants of African descent and an HL with low numeric strength. It also presents unobserved HL maintenance strategies which are peculiar to first-generation Yorùbá–English bilingual immigrants in the United States. Implications: Despite English monism, immigrants/ethnic minorities can go beyond common HL maintenance strategies and create unique ones that will ensure the continued use of their languages. The ability to do this advances a positive ethnic identity, guarantees an improved lifespan for HLs in host communities and reduces instances of identity crisis among immigrants. [ABSTRACT FROM AUTHOR]

Introduction: Brachial plexus birth injury is the most common birth injury causing permanent disability in Finland. This study aimed to assess risk factors of a permanent brachial plexus birth injury and calculate the incidence. Material and methods: This is a retrospective population‐based study including all deliveries between 2006 and 2022 in Southern Finland. The number of children born, obstetric data, and migrant status were gathered from the registries of the Finnish Institute for Health and Welfare, and Statistics Finland. Race of the mothers of children with a permanent brachial plexus birth injury was recorded. The severity of permanent brachial plexus birth injury was assessed using the 3‐month Toronto test score. A lower score was indicative of a more severe injury (scored 0–10). Results: One hundred of the 298 428 children born during the 17‐year study period sustained a permanent brachial plexus birth injury (0.34 per 1000). Mothers of children with a permanent brachial plexus birth injury had a higher body mass index (29 vs. 24 kg/m2) and their pregnancies were more often complicated by diabetes (28% vs. 12%), shoulder dystocia (58% vs. 0.3%), and/or assisted deliveries (45% vs. 10%) compared with all other mothers (p < 0.001). Thirty two of the 52 725 children born to migrant mothers had a permanent brachial plexus birth injury (0.61 per 1000). The incidence of permanent brachial plexus birth injury was 5.7 times higher among children of Black migrants from Africa (18/11 738, 1.53 per 1000) compared with children of native mothers (0.27 per 1000). Black mothers had a higher body mass index at the start of pregnancy (29 vs. 26 kg/m2, p = 0.02) compared with Caucasians. Children of Black mothers had a more severe injury compared with all others (p = 0.007) with a mean 3‐month Toronto test score of 4.2 (range 0.0–6.5, SD ±1.6) vs. 5.6 (range 0.0–9.3, SD ±2.2). Conclusions: Shoulder dystocia and assisted delivery are the most important risk factors for a permanent brachial plexus birth injury. Black race was associated with a higher rate and a more severe permanent brachial plexus birth injury. [ABSTRACT FROM AUTHOR]

Age assessment of migrants is crucial, particularly for unaccompanied foreign minors, a population facing legal, social, and humanitarian challenges. Despite existing guidelines, there is no unified protocol in Europe for age assessment. The Forensic Anthropology Society of Europe (FASE) conducted a comprehensive questionnaire to understand age estimation practices in Europe. The questionnaire had sections focusing on the professional background of respondents, annual assessment numbers, requesting parties and reasons, types of examinations conducted (e.g., physical, radiological), followed protocols, age estimation methods, and questions on how age estimates are reported. The questionnaire's findings reveal extensive engagement of the forensic community in age assessment in the living, emphasizing multidisciplinary approaches. However, there seems to be an incomplete appreciation of AGFAD guidelines. Commonalities exist in examination methodologies and imaging tests. However, discrepancies emerged among respondents regarding sexual maturity assessment and reporting assessment results. Given the increasing importance of age assessment, especially for migrant child protection, the study stresses the need for a unified protocol across European countries. This can only be achieved if EU Member States wholeheartedly embrace the fundamental principles outlined in EU Directives and conduct medical age assessments aligned with recognized standards such as the AGFAD guidelines. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate how sociometric relationships are configured within the primary and secondary school group that have immigrant parents. The analysis of the specialized literature was carried out based on clear selection criteria, both chronologically and of the variables. Statistical analyses, including correlations and frequency calculations, were conducted for the research variables. The study also clarifies certain procedural aspects in the application of sociometric tests. Our study included four school groups, two with 4th-grade students and two with pre-adolescent high school students. Parental emigration is a phenomenon that can have significant negative effects on the school integration of children who are left behind. They may experience emotional stress and anxiety that can affect their school performance. Some may also face financial difficulties, resulting in material shortages necessary to participate in school activities. The overload of tasks and household responsibilities can lead to their stigmatization in school groups. Our study examined three dimensions of school integration: partnership in work activities, participation in leisure time activities, and leadership within the group. The results of the research indicate a poor sociometric positioning for the children of emigrants, who are often rejected by the group for work activities, ignored in terms of spending free time, and overlooked for leadership roles within the group. Even if there are situations where some of them gain followers, they are also among the students rejected by the group. Most of them are ignored or rejected by the more socially prominent students in the class, indicating the difficulties of school integration faced by children after parental emigration. [ABSTRACT FROM AUTHOR]

The article presents a book that analyzes the incorporation of the children of immigrants in Spain. The study is based on the theory of Segmented Assimilation and uses data from the Longitudinal Research on Second Generation (ILSEG). The findings reveal that second generations enter the labor market in low-class jobs and that downward assimilation varies according to social and national origin. Furthermore, it is highlighted that arriving in Spain at an early age and residing in the country for a long time has a positive effect on educational achievement. The article also analyzes the social integration of the children of Ecuadorian migrants in Spain through their educational trajectories, highlighting differences in identification with Spain depending on the origin of the parents and pointing out that the children of Latin American immigrants have a lower educational level compared to native Spaniards. It is recommended to carry out specific analyses by nationality to obtain more accurate comparisons and address discrimination and national identification of the children of immigrants in Spain. Finally, the importance of the educational system and social organizations in the integration process is mentioned. [Extracted from the article]

This study investigated the interplay between acculturation and religion in the religious transmission of first‐generation Islamic parents in Italy. Based on the model of the Big Four Religious Dimension (BFRD) the study took a multidimensional approach to religiosity to gain a detailed understanding of the different facets of religiosity and their contribution to the overall process of cultural adaptation and intergenerational transmission of religious values. Eleven first‐generation Muslim parents (nine women; mean age: 48 years) participated in a semi‐structured interview. Results showed that the tension between the desire to 'raise good Muslims' and for their successful integration in a non‐Muslim context challenges different facets of religiosity opening spaces for cultural negotiation which leads parents to reconsider how religious rules and identity are passed on to second generation and to develop a more conscious approach to religiosity in migration. The ability to connect religious values and identity with the context of life was greater when parents have developed a balance between the dynamics of integration in the Italian or cross‐cultural spaces of everyday life and the spaces reserved for Muslims and had a high level of cultural capital. Practical implications for implementing policies of cultural and religious pluralism are discussed. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

Dual language education programs have become increasingly popular among elementary schools across the country. These programs are touted to represent a promise of a more equitable education for children whose parents are immigrants or whose first languages are not English. Nonetheless, these programs are also known to have appeal to monolingual English speaking families who would like their children to learn another language. Schools across the United States are starting dual language programs and recruiting teachers that have credentials to teach in these newly developed classes. However, less attention has been paid to how parents and teachers react when a new bilingual program is implemented in their schools and classrooms. In this article, we address the perceptions of teachers and parents in a newly established dual language program where the majority of students were of Brazilian origin and spoke Portuguese. [ABSTRACT FROM AUTHOR]

The aim of this review was to systematically examine interventions in preschools that promote social inclusion of children with immigrant and ethnic minority backgrounds. This systematic review was performed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. By a comprehensive literature search of relevant peer-reviewed articles in three databases, seven studies were selected as eligible in line with the a priori defined inclusion criteria. Data across included studies were synthesised using thematic analysis. Four prominent themes emerged from the studies: (a) a strength-based approach, not a deficit-based one; (b) involvement of family and the larger community; (c) importance of cultural brokerage; and (d) importance of intergroup contact to reduce prejudice, discrimination and improve social relations. The review highlights the paucity of interventions that promote the social inclusion of immigrant and ethnic background children in preschools. It also suggests that parent and community-based interventions can positively increase social inclusion amongst immigrant and native children. Additional well-designed interventions are needed to better understand and identify effective interventions targeting social inclusion of preschool-age children with immigrant and ethnic minority backgrounds. [ABSTRACT FROM AUTHOR]

The positioning of minoritised and racialised groups such as Global South immigrants as deficient in knowledge, language or motivation is a form of othering prevalent in all spheres of Global North societies, and the environmental sector is no exception. In both academic literature and policy, there is an assumption that minoritised groups are "hard to reach" and less interested in sustainability than the usual white middle-class environmental subjects. But, what might the picture look like if it focused on those who have the power to make choices about whose interests matter and whose can be ignored? By holding up a mirror to the powerful and asking them to reflect on their own practices and assumptions, we centre the operation of structural inequality to show that the lack of inclusivity in sustainability policy is very often a product of structural whiteness rather than the deficiencies of racialised communities. This article draws on interviews with key informants involved in local environmental governance to explore how people in positions of power serve to obstruct, erase or facilitate the engagement of racialised communities in activities relevant for environmental change. We argue that a symmetrical approach to research and analysis is needed to avoid othering immigrants while surfacing whiteness as the context in which othering occurs. We call for greater attention to how white structural advantage shapes the design and implementation of local green agendas in order to develop just and transformative approaches to environmental policy-making. [ABSTRACT FROM AUTHOR]

• Coverage of measles and pertussis childhood vaccines in Norway vary by parental immigrant background. • East-European background was often associated with relatively low and recently declining coverage of both vaccines. • Somali background was associated with relatively low coverage of measles vaccine, but not of pertussis vaccine. • Mother's length of residency was positively associated with coverage among children of East-European or Vietnamese background. The Norwegian Childhood Immunization Program maintains a high national coverage of 95–97% in the most recent years. Whether there are subgroups with lower uptake is less studied. This study examines pertussis and measles vaccination coverage among six immigrant groups in Norway. These vaccines are normally administered as part of different combination vaccines and their coverage rate indicate the national vaccination coverage against a range of additional infections. Data from the Norwegian National Population Register were linked at individual level with vaccination data from the Norwegian Immunisation Registry. The final sample consisted of 53,052 children born during 2000–2018 in Norway to parents who were born in Iraq, Lithuania, Pakistan, Poland, Somalia, or Vietnam. Vaccination coverage was measured at 2-years of age. Multivariate linear regression was utilized to estimate the relationship between vaccinations status, year of birth, gender, mother's length of residency in Norway, and area of residence. At two years of age, the majority of the children were vaccinated. Coverage among the groups varied at, above, and below the national average for the two vaccines. For most of the years examined, children born by parents from Lithuania, Poland, and Somalia had lower coverage for the measles vaccine (range 81–84% in 2020) than the national level (97% in 2020). Children born by parents from the Eastern-European countries also had lower coverage than the national level for the pertussis vaccine (range 87–89% in 2020). This study illustrates how subgroups with lower vaccination coverage may exists within a well-established vaccination program with high national coverages. Differences in coverage were found for both vaccines, but the differences were more pronounced for the measles vaccine. The high vaccination coverage in Norway provides indirect protection through herd immunity for unvaccinated individuals, however, the lower vaccination coverage in some immigrant groups is a concern. [ABSTRACT FROM AUTHOR]

• Parents' migration status is associated with infant's timely vaccination. • Having a foreign-born mother is positively associated with infant's timely vaccination. • Having a foreign-born father is positively associated with infant's timely vaccination. • Among migrant population, odds of timely vaccination decreases as length of stay increases. • Future research may explore factors behind lower rates of timely vaccination among settled migrants. Migration has been recognized as an important determinant of child health outcomes including childhood vaccination status. This paper aims to examine the association between parental migration status and a less studied aspect of child immunization outcomes, namely timeliness, within the context of New Zealand (NZ), a country characterized by a substantial proportion of its resident population born overseas. Additionally, the study explored the impact of residential duration on children's immunization timeliness. The data was taken from a large, representative population-based cohort study in NZ (Growing Up in NZ study). A total of 6156 children and their parents, comprising 2241 foreign-born and 3915 NZ-born mothers and a sub-group of their partners were included in the analysis. The survey data was linked with the National Immunization Register dataset. Timely immunization was defined as receiving two vaccines at each scheduled vaccination point (at six-week, three-month, and five-month, totaling six doses of vaccines) within 30 days of their due date. We examined the associations between parental migration status, maternal residential duration, and child immunization timeliness while controlling for socio-economic variations. The results were presented as adjusted odds ratios (AORs) with 95 % confidence intervals (CIs). The findings revealed that after adjustment for socioeconomic differences, children of foreign-born mothers exhibited higher odds of receiving all six studied vaccine doses on time compared to children of native-born mothers (AOR 1.51, 95 %CI:1.27–1.78). Similarly, having a foreign-born father was also significantly associated with timely completion of all six vaccine doses. Children of recent immigrants who had resided in the country for less than five years demonstrated higher odds of timely vaccination of all six vaccine doses compared to children of settled immigrants who had lived in the country for five or more years (AOR 1.65, 95 %CI: 1.25–2.19). This study revealed a significant pattern in NZ where immigrants exhibited higher rates of timely immunization for their children compared to native-born parents. However, the findings also underscore the importance of providing support to settled immigrants, as their children experienced declines in timely vaccination rates compared to children of recent immigrants and even those born to NZ-born parents. [ABSTRACT FROM AUTHOR]

Valeria Luiselli's Lost Children Archive (2019) explores how to find "lost children" who are forced to migrate and interrogates relationships among works of literature, archives, and archiving. Taking place contemporaneously with its publication, the novel follows Ma, Pa, and their two children who are stepsiblings on a road trip from New York City to the US Southwest. Along the way, characters take photographs, and, more unusually, record their own voices and the sounds of the environments they pass through. This article extends explorations of how sound works in the novel to how sound works as the novel by comparing the written text with the audiobook version. After situating the novel among discussions of how literature can contribute to archive making, employing Anne Gilliland and Michelle Caswell's notion of "impossible archival imaginaries" and Erica Johnson's notion of the "neo‐archive," the article shows that readers and audiobook listeners ultimately experience a different narrative. This comparison exposes a third layer of information that prompts questions about what can — and can't — be learned from written and oral records on their own. The article concludes proposing that this third layer of information suggests new possibilities for how literature can contribute to understandings of how archives can include the experiences of marginalized communities with more nuance and complexity. [ABSTRACT FROM AUTHOR]

The materialization of positive effects connected to formal childcare uptake for parents and children – particularly those with vulnerable backgrounds – critically depends on attitudes towards uptake among different population subgroups, such as immigrants, or their descendants. However, such population heterogeneity has hitherto been insufficiently acknowledged. As a result, this study uses 24 in-depth interviews to uncover varying maternal employment and childcare ideals, presenting a typology for Muslim Descendants of Moroccan Immigrants in Flanders. I demonstrate that the previously identified Flemish ideal of the 'surrogate mother' does not apply to mothers on the intersection of being a worker, having a second generation Moroccan migration background, and being Muslim. Furthermore, highlighting heterogeneity within this group, empirical support is provided for five different positions with respect to maternal employment and childcare ideals. Hence this study contributes to the available literature on childcare ideals by focusing on a subgroup of particular importance, second generation Muslim Moroccan immigrants, and indicating considerable variation in motherhood and childcare ideals even within this subgroup. In addition to the theoretical contribution of the typology, the article also provides essential input to policy makers on particular care ideals and related needs. [ABSTRACT FROM AUTHOR]

Using data for the United States, we explore how interactions with immigrants during school age affect imagination during adulthood for native children. The analysis uses The National Longitudinal Study of Adolescent to Adult Health survey and focuses on the impact of differences in the number of immigrants across cohorts within schools. Results suggest that exposure to immigrant classmates has positive effects on the long‐term imagination of natives. Increasing the number of immigrants in the grade by 20 students, would increase the likelihood of reporting a high level of imagination during adulthood by three percentage points. We suggest that the effect is not coming via direct friendship with immigrant students, but through increasing exposure to diverse ideas and experiences. [ABSTRACT FROM AUTHOR]

Spatially aggregated data on socio‐demographic groups often fail to capture the population's spatial heterogeneity in cities. This poses challenges for urban planning, particularly when addressing the needs of groups such as migrants or families with children. Moreover, the commonly provided aggregated units, such as census tracts, vary in size and across data sources. Existing literature on disaggregation typically handles individual subgroups separately, ignoring their interrelations in the downscaling process. This article explores the potentials of multi‐output regression models for simultaneous spatial downscaling of multiple groups and conducts a detailed spatial error analysis using individualized neighborhoods. We experiment with self‐training gradient‐boosting trees and fully convolutional neural networks, assessing the quality of results against ground truth data at the target resolution. We show that the evaluation of the disaggregated results at this detailed resolution requires unconventional methods. The methodology proves convenient and achieves high‐accuracy results using input datasets of building features. [ABSTRACT FROM AUTHOR]

The increased emphasis on language and ethnicity among German immigrants in the USA at the beginning of the 20th century resulted from inter-ethnic competition as well as assimilation pressures on Germans as a minority in American society. Following the unification of Germany and the improvement of German international status, Germans in America claimed superiority of German culture; middle-class advocates attempted to build a more united German-American community, fighting for a stronger voice on issues such as prohibition and German language education. These processes eventually led to the establishment of the National German-American Alliance in Philadelphia in 1901. The present article employs topic modeling and GIS techniques to examine the little-known conference proceedings of the Alliance and discuss Prince Heinrich "Henry" of Prussia's 1902 visit to the USA. On the humanities side, we foreground the dynamics of the German diaspora who sought their own ethnic uniqueness and constructed historical memory during this period. On the digital side, we discuss different statistical evaluations of topic models as well as their applicability within a small corpus research framework. [ABSTRACT FROM AUTHOR]

Using a multidimensional, integrative approach this study examined the influence of social position factors (nativity, economic hardship, and language) and environmental contexts (community trauma, geographic location, and discrimination) on three domains of school engagement (cognitive, behavioral, and relational) among a community sample of first‐ and second‐generation Latino adolescents. Findings from this study reveal that both social position and environmental contexts significantly and differentially predicted each of the three domains of school engagement. Participants (n = 306) included students from 11 high schools in two US cities. Fifty‐three percent were first‐generation immigrants and 80% were born, or had a parent from, Mexico or Central America. Results indicated that all three social position factors (nativity, economic hardship, and language) and two of the three environmental contexts (community trauma exposure and discrimination) significantly and differentially predicted each of the three domains of school engagement. Findings emphasize the direct effects of student's social positionality and environmental contexts on their engagement in school. Practitioner Points: Environmental factors, such as community trauma exposure and discrimination predicted lower behavioral and relational engagement in school.Greater economic hardship also predicted lower behavioral and relational engagement in school.Being a first‐generation immigrant and having limited English proficiency predicted greater cognitive engagement but lower relational engagement in school. [ABSTRACT FROM AUTHOR]

The article discusses the experiences of international children attending schools in Finland. As more highly educated professionals migrate for work, their children often accompany them and face challenges in adapting to the Finnish education system. The article highlights the importance of educational infrastructures and their connection to time and geographical locations. It also explores the mismatch between different educational systems and the impact on internationally mobile children. The article emphasizes the limited agency that children have in navigating these infrastructures and the potential disruptions to their educational paths. [Extracted from the article]

Migrants' children face challenges when returning to their parent's home country, which is usually unfamiliar to them. This qualitative study explores this phenomenon to understand more about the experiences of returnee children regarding their social-educational (re)integration and adaptation, the challenges they faced, and the mechanisms they have developed to overcome them. Results are discussed from the perspective of acculturative stress and social networks, identifying the struggle that returnees have to adapt and acculturate to their new home because of the lack of competence in the Spanish language and the consequences of the discrimination they suffer in the social environment, namely school and in their parents' hometowns. However, results also shed light on how returnees create social networks with classmates and family members who help them overcome these challenges, fears, and feelings of alienation. [ABSTRACT FROM AUTHOR]

Children of immigrants in Europe are often found to make more ambitious track choices than native-origin peers, net of academic performance and socioeconomic status. However, literature is mostly limited to Nordic and Western European countries, and little is known about Mediterranean states. In this article we fill this gap using the 2015 survey 'Integration of the Second Generation' to study upper secondary track enrolment for a nationally representative sample of students in Italy. We focus on two understudied determinants of track choices, gender and citizenship status, and adopt an intersectional approach by studying differences by country of origin and migrant generation. Overall, we find that children of immigrants in Italy do not tend to make more ambitious track choices than their native-origin peers: second-generation students of both genders and 1.5 generation girls make similar choices as their native-origin peers, whereas 1.5 generation boys are less likely than native-origin boys to choose the academic track. The latter finding is mostly driven by students of Albanian, Moroccan, and Balkan origin. The only group with more ambitious track choices than native-origin students are second-generation students with the Italian citizenship – highlighting the importance of expanding the access to citizenship for (children of) immigrants. [ABSTRACT FROM AUTHOR]

The educational system is a crucial arena for the integration of the children of immigrants. We study the consequences of the presence of students with a migration background on various student outcomes, overall and distinguishing among natives, second- and first-generation children. We focus on Italy, a country that experienced a rapid increase in the presence of children of immigrants in school. First, we analyze not only students' competencies but also their well-being and social integration. Second, we investigate the joint effects of two dimensions of migrants' presence in the classroom: immigrant proportion and ethnolinguistic diversity. Third, we develop a design to make exposure to a level of immigrant proportion and ethnolinguistic diversity conditionally random. We use data collected by the National Institute for the Evaluation of the Italian School System on the entire population of students enrolled in the fifth grade in 2014–15. Our findings suggest that the immigrant proportion and ethno-linguistic diversity in the classroom have limited detrimental effects; their minor effects are widely independent of each other and approximately linear. The impact is tiny and appears to be concentrated exclusively on first-generation students. Implications for theoretical debate and educational policies are discussed in relation to the findings. [ABSTRACT FROM AUTHOR]

In this article, we examine the political socialization process in immigrant families based on the UK Household Longitudinal Study (UKHLS). We find that international migration disrupts the intergenerational transmission of political engagement: associations between voting, political interest, and parent and child socioeconomic status are weaker in immigrant families than in families without a migration background. In particular, the voting behavior of immigrants and their children in particular is only partially explained by standard models of political socialization. In contrast, characteristics specific to the international migration process, including sending country experiences, characteristics of the migration journey, and the pathway to citizenship are critical determinants of voting for immigrant parents, and through political socialization, for their UK-raised children. [ABSTRACT FROM AUTHOR]

Northeastern Pennsylvania was home to the anthracite coal industry for about two centuries. The area was originally settled by various waves of immigrants, first from western then southern and eastern Europe. The new immigrant miners faced many forms of prejudice and were exploited in a system of unchecked capitalism. They were racialized and placed at the bottom of the job hierarchy. Some capitalists did not consider them human, and therefore not deserving of safe working conditions, descent housing and equal pay. At the turn of the twenty‐first century, a new wave of Hispanic immigrants from the Caribbean, Mexico, and South and Central America entered the region to work mainly in low‐paying fulfillment center jobs. Their arrival is being met with various forms of xenophobia, much like the immigrant miners faced over a century ago. The online exhibition "We Are Anthracite," hosted by the Anthracite Heritage Museum, addresses the call from the American Alliance of Museums for museums to be civically engaged, build social capital and connecting new populations to place. The exhibition bridges the experiences between the past coal mining communities and new Hispanic immigrants. The state‐operated museum hosting this exhibition lends validity to the new immigrants' place in this region, creating a narrative that their experiences are similar to the region's inhabitants' ancestors. By connecting common experiences, past and present, we are creating a form of bridging social capital that connects these different populations. While the northeastern Pennsylvania immigrant story is not well‐known, it is rich and complex like many Rust Belt communities undergoing similar major demographic shifts. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study was to review papers that assessed the vitamin D intake of children living in Norway, as research has suggested that it has remained below the recommended daily allowance of 10 μg/day. Methods: This mini review examined the vitamin D status of Norwegian children aged 0–18 years by systematically searching the PubMed, Google Scholar and Scopus databases from 1 January 2009 to 1 July 2020. Results: The review comprised six studies published in English between 2009 and 2020 on native‐born and non‐Western immigrant children. Most studies defined satisfactory vitamin D status as a plasma 25‐hydroxyvitamin D (25(OH)D) concentration of 50 nmol/L, with 25–50 nmol/L being classified as insufficient and below 25 nmol/L being classified as deficient. A study of healthy children found that 21% had insufficient levels and a further 1% were deficient, but this second finding was only among adolescents. Other studies showed that 47% of Norwegian children with a non‐Western immigrant background were deficient, and so were 19% of overweight children, mainly adolescents. Conclusion: Vitamin D concentrations were often insufficient among children living in Norway, particularly adolescents and those with a non‐Western immigrant background. Higher recommended supplements may be needed. [ABSTRACT FROM AUTHOR]

This article explores the connection between baseball and World War II, highlighting the sacrifices made by players and the role of the sport in boosting morale and raising funds for the war effort. The focus is on a specific baseball found in Australia, signed by players who participated in an exhibition game on July 4, 1942. The article delves into the stories of the players, particularly Johnny Lund, a pitcher who became a legend during the game. The article also provides background information on the manufacturing of baseballs in Australia and the significance of the game in Melbourne. [Extracted from the article]

Research shows that immigrants are less criminally involved than their native-born peers when examining a host of justice-related outcomes. Yet, this knowledge tells us little about whether the immigration-crime relationship varies when disaggregating the foreign-born into more distinct groups such as legal status. Using data from the Florida Department of Corrections (FDC), we address this gap in the literature by examining whether documented and undocumented ex-inmates differ in their probability to recidivate. We also consider whether these immigrant groups reoffend at a lower, higher, or similar level when compared to the native-born. Our findings reveal that there are no differences in reoffending between documented and undocumented ex-inmates, while both groups display a significantly lower probability to recidivate relative to natives. [ABSTRACT FROM AUTHOR]

The authors sought to determine whether the Fast Track mental health intervention delivered to individuals in childhood decreased mental health problems and the need for health services among the children of these individuals. The authors examined whether Fast Track assignment in one generation of children (generation 2; G2) from grades 1 through 10 reduced parent-reported mental health problems and health services use in these children's children (generation 3; G3) 18 years later relative to a control group. The Fast Track intervention blended parent behavior-management training, child social-cognitive skills tutoring, home visits, and classroom social-ecology changes across grades 1–10 to ameliorate emerging conduct problems among the G2 children. For this study, 1,057 G3 children of Fast Track participants (N=581 intervention group, N=476 control group) were evaluated. G3 children of G2 parents who were randomized to the Fast Track intervention group used fewer general inpatient services and fewer inpatient or outpatient mental health services compared with G3 children of G2 parents randomized to the control group. Some of these effects were mediated: randomization to Fast Track predicted fewer internalizing problems and less use of corporal punishment among G2 adults at age 25, which subsequently predicted less general inpatient service use and outpatient mental health service use among the G3 children by the time the G2 parents were 34 years old. There were no significant differences between G3 children from these two groups on the use of other health services or on mental health measures. Fast Track was associated with lower use of general inpatient services and inpatient and outpatient mental health services intergenerationally, but effects on parent-reported mental health of the children were not apparent across generations. Investing in interventions for the mental health of children could reduce service use burdens across generations. [ABSTRACT FROM AUTHOR]

"When Children Become Migrants: Human Rights and Violent Exceptions in Mexico" is a book written by Elisa Ortega Velazquez that explores the experiences of children involved in migratory processes in Mexico. The book highlights how immigration control policies can undermine children's rights and exposes the mistreatment and violence that vulnerable migrant children face. It discusses instances of state negligence and unlawful behavior, as well as the use of "violent exceptions" by the state to restrict the rights of migrant children. The book also theorizes the concept of the "sacer child" and examines the impact of power discourses on child migration. Overall, the book sheds light on the specific vulnerabilities faced by migrant children and calls for their special protection. [Extracted from the article]

"Peter Pan: The Lost Child" by Kathleen Kelley-Lainé is a book that explores the metaphor of J.M. Barrie's Peter Pan as a representation of arrested development. The author delves into her own experiences as a lost child and combines it with Barrie's life story to provide insights into the psychology of the child aspect of personalities. Kelley-Lainé argues that psychoanalysis can help individuals emerge from their imaginary "Neverland" and engage with the real world, facilitating the maturational process. The book also discusses the importance of the analyst's understanding of cultural metaphors and the role of writing in exploring one's inner world. [Extracted from the article]

This study examines how acculturation – defined as the changes in cultural patterns after cultural contact between different groups – relates to environmental perceptions of Latin American and Caribbean immigrants living in Michigan, US. The study explores, via in-depth interviews, the roles of information sources, and the use of public spaces in the process. Results highlight that within acculturation, respondents either engaged in integration or separation – assimilation and marginalisation were not reported. Acculturation among study participants was largely associated with negative emotions, which was related in some cases with negative experiences in nature. Results also show that some immigrants are more aware of environmental issues in their country of origin, which could also influence how they think about issues in the United States. Finally, news consumption played a marginal role in informing those conceptualizations. Future research should explore the differences among this diverse group of people based on factors such as place of origin, identity, and place of residence. [ABSTRACT FROM AUTHOR]

Using measures rooted in welfare economics, this article quantifies the economic consequences arising from occupational segregation by gender and migration status in twelve European countries. We also identify the most inclusive European labor markets by building counterfactual distributions. In particular, we remove cross-country differences in immigrants' origin, years of residence, and education, thus determining the contribution that these variables make to the geographical disparities. Our results reveal that the economic consequences of segregation are negative for most foreign workers, especially for immigrant women in Italy, Spain, Germany, and Slovenia. Portugal emerges as a reference point because immigrant workers have a better position compared to other countries, which does not seem to arise from their basic individual characteristics. Our analysis highlights the importance of policy actions aimed at improving the occupational sorting of immigrant workers, such as investing in skills development, avoiding occupational downgrading, and incorporating a gender perspective. [ABSTRACT FROM AUTHOR]

First-generation Indian Australians may encounter challenges in adapting to the new country while trying to retain values from their homeland. The difficulties in their adjustment could potentially impact second-generation Australians raised in the country by immigrant parents, particularly regarding the reconciliation of differing value systems at home and within the broader society. This research explores the understudied area of coping and relationships among second-generation Indian-Australian teenagers. It is known that resilience plays a crucial role in mental health. Additionally, feelings of Alienation or detachment from oneself, others, or society can significantly contribute to mental health issues. Similarly, Positive Attachment to parents and significant adults is widely recognized as a facilitator of good psychological well-being among children and adolescents and Egocentrism is one of the crucial psychological factors in the development of Adolescents. This study aims to explore the connection between Positive Attachment, Alienation, Resilience and egocentrism among secondgeneration Indian-Australian teenagers. Total 180 adolescents of both Genders (Male N= 107, Female N= 73), participated in the study. 'Resiliency Scales for Children and Adolescents (RSCA) by Prince-Embury (2006)' and 'Bell Relationship Inventory for Adolescents by Bell, PhD. (BRIA) 2005' were the tools used. Pearson Correlation indicated that Resilience and Positive attachment are positively correlated. and there was a negative correlation between Resilience and Alienation. Resilience and Egocentrism were also negatively correlated. In terms of Gender difference there was no gender difference found on any of these variables. [ABSTRACT FROM AUTHOR]

Background: Migrant children and adolescents face a significantly increased risk of mental health issues. Focusing on this population's mental health issues is fundamental and requires more attention to detect and reduce these burdens in adulthood. Nevertheless, life skills intervention can improve mental health. Its effects on Arab migrant adolescents have not been tested. Here, an evaluation protocol of the effect of an online life skills-based intervention for improving depression, anxiety, stress, self-efficacy, and coping skills among Arab adolescents in Malaysia will be examined. Material and methods: This cluster randomised controlled trial (RCT) will involve 207 Arab students (14–18 years old) from 12 Arabic schools in the Klang Valley. The schools will be assigned randomly to an intervention (online life skills programme) or control group at a 1:1 ratio. The researcher will deliver eight one-hour sessions to the intervention group weekly. The control group will receive the intervention at the evaluation end. Both groups will complete assessments at baseline, and immediately and three months after the intervention. The primary outcome is anxiety, depression, and stress [Depression Anxiety and Stress Scale-21 (DASS-21)]. The secondary outcomes are self-efficacy (General Self-Efficacy Scale) and coping skills (Brief COPE Inventory). Data analysis will involve the Generalised Estimation Equation with a 95% confidence interval. P <.05 will indicate significant inter- and intra-group differences. Discussion: This will be the first cluster RCT of an online life skills education programme involving Arab adolescent migrants in Malaysia. The results could support programme effectiveness for improving the participants' mental health problems (depression, anxiety, stress), increasing their self-efficacy, and enhancing their coping skills. The evidence could transform approaches for ameliorating migrant children and adolescents' mental well-being. Trial registration: The study is registered with the Clinical Trial Registry (Identifier: NCT05370443). [ABSTRACT FROM AUTHOR]

To date, sociological research on education and immigration, particularly in the United States, has largely neglected the role of schools in shaping the trajectories of Black immigrants and their children. The few works that consider their schooling, most notably in Britain, focus primarily on one city or school context. The Culture Trap adds a new dimension to the literature by highlighting how differing political-economic forces, school structures, institutional processes, and cultural ideologies play a significant role in the reproduction of status inequalities among Black Caribbeans in the US and Britain – particularly in publicly funded London and New York City schools. In addition to examining the core theoretical and empirical contributions of The Culture Trap, this rejoinder takes stock of the central compliments and critiques advanced by contributors to the symposium on The Culture Trap, and notes dilemmas to be addressed in future cross-national comparisons on race, culture, immigration and education. [ABSTRACT FROM AUTHOR]

Purpose: This study examined immigrants' perceptions of their interactions with financial institutions and asked if U.S. immigrants are considered in these institutions' formal statements on diversity, equity, and inclusion (DEI). Method: We interviewed 13 participants and also conducted a content analysis of the DEI statements of the top nine U.S. banks. In addition to content analysis, we also used text mining to gain further information on the key themes prevalent in the diversity statements of the financial institutions. Results: Our findings show a clear disconnect between the top U.S. banks' DEI statements and the lived experiences of immigrants. For instance, banks had oppressive banking processes that makes it difficult for immigrants to open accounts. We also identified lack of communication channels. Conclusion: As calls for diversity, equity, and inclusion in our field grow, we must pay attention to material conditions of immigrant students/scholars in Technical and Professional Communication (TPC) academic programs. Immigrants interviewed in this study wanted clarity about which documents they need to submit to banks, accurate translation of bank-related documents, and detailed explanations of banking industry jargon. [ABSTRACT FROM AUTHOR]

Impacts of immigration on micro‐evolution and population dynamics fundamentally depend on net rates and forms of resulting gene flow into recipient populations. Yet, the degrees to which observed rates and sex ratios of physical immigration translate into multi‐generational genetic legacies have not been explicitly quantified in natural meta‐populations, precluding inference on how movements translate into effective gene flow and eco‐evolutionary outcomes. Our analyses of three decades of complete song sparrow (Melospiza melodia) pedigree data show that multi‐generational genetic contributions from regular natural immigrants substantially exceeded those from contemporary natives, consistent with heterosis‐enhanced introgression. However, while contributions from female immigrants exceeded those from female natives by up to three‐fold, male immigrants' lineages typically went locally extinct soon after arriving. Both the overall magnitude, and the degree of female bias, of effective gene flow therefore greatly exceeded those which would be inferred from observed physical arrivals, altering multiple eco‐evolutionary implications of immigration. [ABSTRACT FROM AUTHOR]

Objective: This qualitative research describes how low‐education, largely undocumented immigrant Latino parents understand and engage in their children's education in the United States. Background: Education has a dual meaning in Latin America, emphasizing children's moral and academic development. It is unclear if this cultural model shapes how immigrant parents navigate the U.S. educational system with their children. Method: In‐depth interviews were completed with low‐education, largely undocumented immigrant Latino parents (N = 16). The narrative data were analyzed using a consensual method. Findings.: Analyses resulted in a conceptual model with three primary themes: Latino parents' bidimensional definition of education (i.e., moral and book smarts), unfamiliarity with education (i.e., the lack of educational experience and desire for generational improvement with education), and educational responsibilities (i.e., a division of labor between parents and teachers). Conclusions: The developed model suggests that low‐education immigrant Latino parents are involved in children's education in various ways related to their cultural capital, personal experience, and view of school as a "general black box." Implications.: Eliminating the education gap among Latino youth whose parents are undocumented or have limited educational attainment requires acknowledging that "parental involvement" has diverse cultural meanings. Outreach programs based on the proposed model may create more productive partnerships between parents and schools. [ABSTRACT FROM AUTHOR]

Attention-Deficit Hyperactivity Disorder (ADHD) is one of the most common disorders diagnosed among children in the US. However, little knowledge is available about ADHD prevalence among children of immigrants, the fastest-growing population in the US. This study seeks to examine ADHD rates among children of immigrants in different generations compared to children of US-born parents and their association with family poverty. The sample includes 83,362 children aged 0–17 from the National Health Interview Survey (NHIS) 2010–2018 data. Multivariate logistic regression model is used to estimate prevalence of ADHD among children of immigrants compared to children of US-born parents. We then compare ADHD rates among the children sample in different immigrant generations. For all analyses, we examine ADHD occurrence separately for children in families living below the poverty threshold and those at or above the poverty threshold. The odds of having ADHD were significantly lower among children of immigrants compared to children of US-born parents. Both first-generation children and second-generation children of immigrants had significantly lower odds of having ADHD than children of US-born parents. Post hoc tests find that first-generation children had lower odds of having ADHD compared to second-generation children. Likewise, additional analyses showed that children of immigrants, first-generation children in particular, were less likely to have ADHD compared to children of US-born parents, in both lower- and higher-income families. Using a nationally representative sample of children, we find that the likelihood of having ADHD increases with higher generations, detecting differences in ADHD prevalence by immigration generation. Importantly, first-generation children had a significantly lower risk of having ADHD conditions compared to second-generation children and children of US-born parents, regardless of family socio-economic status. Public health policy and program development would gain from a clear comprehension of the shielding attributes of ADHD among immigrant families. [ABSTRACT FROM AUTHOR]

In this article, we recount our experiences learning from and with Latinx children of immigrants in urban schools. Highlighting how insights gleaned from our respective ethnographic projects have led us to embrace more explicit commitments to participatory engagement, we consider how young people's perspectives can and should fundamentally shift adults' understanding of their communicative practices and linguistic ingenuity. We end by articulating a utopian vision for educational ethnography and language education in urban schools, one characterized by multidirectional and intergenerational learning, and in which critical pedagogical praxis emerges as researchers and teachers engage in dialogue with Latinx children of immigrants. [ABSTRACT FROM AUTHOR]

Enhanced immigration enforcement measures are now a dominant practice throughout the world. The concept of transnationalism, used by scholars to illuminate the complex dynamics these measures have across nation-state borders, has been critiqued for its replication of methodological nationalism—the assumption that the nation-state is a natural social and political form of the modern world. How then can migration scholars deepen the understanding of the mobilities of migrant children and youth without replicating methodological nationalism? We propose a relational socio-cultural analytic that synthesizes settler colonial theory and the theory of racialized legal status to comprehend the complex experiences of Indigenous migrant Maya youth and families throughout the Americas. Our use of a relational critical comparative analysis challenges structural functionalist approaches that limit the study migration dynamics within nation-state contexts, which can unwittingly sustain national membership in a state(s) as an aspirational emblem of belonging. We explore how Indigenous Maya experience and challenge the meaning of statelessness and the spillover effects of immigration enforcement measures along the US–Mexico and Mexico–Guatemala borders. We argue that a relational socio-cultural analytic lens serves as a powerful tool for understanding how nation-states co-produce stateless Indigenous populations and how these populations persist throughout the Americas and the world. [ABSTRACT FROM AUTHOR]

In this content analysis, we examined 20 years of peer-reviewed counseling research with immigrant children and adolescents published between 2002–2022. We conducted a comprehensive analysis that included a total of 32 articles from American Counseling Association (ACA) and ACA division journals. We analyzed the articles and identified five overarching themes that shed light on the publication trends and existing gaps in the literature concerning issues of immigrant children and adolescents. Recommendations are presented and discussed for advancing future practice and research in the counseling field. [ABSTRACT FROM AUTHOR]