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Restrictive immigration policies harm the mental health of undocumented immigrants and their U.S. citizen family members. As a sociopolitical stressor, threat to family due to immigration policy can heighten anxiety, yet it is unclear whether political engagement helps immigrant-origin students to cope. We used a cross-sectional survey of college students from immigrant families (N = 2,511) to investigate whether anxiety symptomatology was associated with perceived threat to family and if political engagement moderated this relationship. We stratified analyses by self/parental immigration statuses-undocumented students, U.S. citizens with undocumented parents, and U.S. citizens with lawfully present parents-to examine family members' legal vulnerability. Family threat was significantly associated with anxiety; higher levels of political engagement reduced the strength of this relationship. However, this moderation effect was significant only for U.S. citizens with lawfully present parents. These findings emphasize the importance of the family immigration context in shaping individuals' mental health outcomes.

This study integrates political socialization theory and behavioral genetics to disentangle the mechanisms underlying differences in the intergenerational transmission of voter turnout in majority and immigrant families. The pathways shaping the intergenerational transmission of electoral participation are examined through variations in political exposure within families, offspring's social engagement in the host country, and the socioeconomic status of the family. We base our analysis on data from the German TwinLife study, comparing majority adolescents with first-generation, second-generation and 2.5th generation immigrants using a genetically sensitive multilevel research design. Focusing on electoral participation, we find that within-family transmission is disrupted for second-generation and 2.5-generation immigrants, whereas there is no difference between native citizens and first-generation immigrants. Taken together, within-family political exposure, social engagement and socioeconomic status only weakly explain the observed gap in intergenerational transmission. [ABSTRACT FROM AUTHOR]

PurposeMaterials and methodResultsConclusionKorean immigrant families are growing in the Southern United States (U.S), an area where culturally specific resources can be limited. Korean immigrant families encounter distress in navigating the American culture, but cultural stigma impedes discussion within the family. An evidence-based mental health awareness program called Youth Mental Health First Aid (YMHFA) exists to serve as gatekeeper training for lay adults to identify and support youth experiencing mental health challenges. This study aimed to evaluate the feasibility of a culturally adapted Korean-YMHFA (K-YMHFA) program among Korean immigrants in the Southern U.S.Using a mixed methods approach, a quantitative survey was distributed before and after program completion (N = 24), and a follow-up interview following program completion was also completed (N = 12). Quantitative analysis conducted a paired sample t-test, qualitative analysis conducted directed content analysis, and mixed methods analysis developed joint displays.Participant’s mental health literacy, confidence and control in YMHFA skills, and positive attitude toward YMHFA skills significantly increased, and stigma decreased after the training. Participants also provided information on specific steps for increasing cultural relevancy and sustainability within the community. Overall, mixed methods analysis indicated that the program was feasible in the context of Korean immigrants in the Southern U.S.Despite the growing Korean community, the Southern U.S. has limited Korean ethnic services. With the feasibility of K-YMHFA, advocacy in promoting K-YMHFA is needed to counteract the limited resources while serving as an early intervention for youth and families in distress. [ABSTRACT FROM AUTHOR]

Despite recent studies on cross-border immobility associated with COVID-19, little attention has been paid to the resulting prolonged separation of transnational families. This study attempts to fill this gap by examining the experiences of immigrant parents who were separated from their young children across national borders during the pandemic. Drawing on 42 in-depth interviews with parents of Chinese transnational families in Spain, this study examined the impact of global mobility restrictions related to the COVID-19 pandemic on transnational immigrant families’ separation experiences. Our findings indicate that following the disruptions caused by the pandemic, immigrant parents had to postpone family visits and reunification with their children, ultimately causing stress and frustration. The disruptive life experiences caused by COVID-19 have raised awareness of the distance between immigrant parents and led Chinese families to rethink their transnational parenting practices. This study contributes to our knowledge of transnational parent−child relationships and how they are shaped by (im)mobility regimes and state interventions in times of crisis. Beyond the context of COVID-19, this study calls to look beyond the current frameworks of structural constraints on immigration policies and extend attention to the uncertainties associated with the changing global context in which transnational parenting is embedded. [ABSTRACT FROM AUTHOR]

AbstractThis paper is part of a larger community-based participatory research (CBPR) project in which three teacher educators and educational researchers collaborated with four Asian American youth to co-design and co-lead workshops aimed at fostering heritage language (HL) learning and maintenance among immigrant children and families. We focus on the perspectives and experiences of the youth participants who grew up maintaining Korean or Chinese as their HL. Specifically, we examine how they view HL learning, reflect on their own HL learning journeys, and draw on their HL knowledge and experiences in co-designing and co-leading the HL workshops. The key findings of this paper include: 1) shared belief and diverse paths in maintaining HL, 2) the HL workshops as spaces to leverage knowledge and expertise, and 3) building a community of HL support to sustain HLs in a predominantly monolingual society. [ABSTRACT FROM AUTHOR]

As of the beginning and end of the 19th century, it is possible to say that the ethnic structure in the Ottoman Empire exhibited a structure articulated to economic and social life. Mersin has shown rapid urban and commercial development in the recent periods when the Ottoman Empire was opened to capitalist influence. Factors such as the world conjuncture, the geographically advantageous location of Mersin, and the ethnic diversity of the population have had a significant impact on this. In the early years of its establishment, Mersin began to become a center of attraction with its fertile lands and commercial potential due to its location on the sea coast. Non-Muslim immigrant merchants and their families, who came from different places and settled in the city, ethnically diversified the population while creating an immigrant city identity in Mersin. In the fields of trade and industry in the city, these immigrant and merchant families, rather than the Muslim segment, were engaged in entrepreneurial activities. One of these entrepreneurial immigrant families is the Mavromati Family, which is known for their contributions to the urban and commercial development of Mersin and their charity work. [ABSTRACT FROM AUTHOR]

Co-ethnic or ethnically-racially diverse neighborhoods can serve as safe and supportive places for U.S. immigrant families to explore and develop clarity about their ethnic identity. Although parents undergo concurrent changes in the adaptation process with their children, existing research has predominantly focused on adolescents, with fewer examination on adult parents' continued ethnic identity development; additionally, researchers also overlook the impact of neighborhood context on ethnic identity in parents. To fill this gap, this registered study used a three-wave longitudinal dataset of 595 Mexican-origin adolescents and their mothers in central Texas. Latent growth models were used to estimate how ethnic identity (i.e. exploration, centrality, and resolution) changed across time in mother – adolescent dyads. Our findings indicated some level of connectedness in the development of family members' ethnic identities, particularly in terms of exploration. We also found that mothers' ethnic identity development was shaped by their neighborhood contexts, with those residing in more diverse neighborhoods being less likely to explore their ethnic identities. Results inform prevention and intervention efforts to promote family collaboration and help immigrant family members develop a positive sense of ethnic identity in the adaptation process. [ABSTRACT FROM AUTHOR]

The role of children's receptive vocabulary knowledge in word and nonword reading (decoding) in an orthographically transparent language is debated. Moreover, we have little understanding of how the role of vocabulary might differ between monolingual children and bilingual children from immigrant families (or language minority bilingual children (LMBC)) at different stages of reading development. This study examined the relation of receptive vocabulary to word and nonword reading accuracy and speed in 140 monolingual and bilingual students attending Grades 1, 3, or 5 in Italy. Both receptive vocabulary and reading performance were assessed using standardized tests in Italian. Regression models showed that for monolingual Italian children receptive vocabulary was related to word reading accuracy and speed in Grade 1 and word reading accuracy in Grade 5. In the LMBC group, receptive vocabulary was related to word and nonword reading accuracy and speed in Grade 1, to word reading accuracy in Grade 3, and to word reading speed in Grade 5. These findings suggest that vocabulary knowledge supports reading even in the earlier stages of reading development in a language with transparent orthography and underscore the importance of strengthening and assessing LMBC's receptive vocabulary for the adequate development of their reading skills. [ABSTRACT FROM AUTHOR]

Employing transnationalism and transnational literacies as theoretical perspectives, this study explores how two focal students from Asian immigrant families construct their transnational and transcultural identities by reflecting on their dynamic border-crossing experiences. The students' creation of artifacts (illustrating self-portraits and composing "I Am" poems) and collection of their oral narratives are analyzed to seek how they construct and negotiate their hybrid, sophisticated, and multifaceted identities by moving across both geographical and metaphorical borders. The findings show that Asian American students shape their collective identities when engaging in authentic and meaningful literacy practices that support them to reflect on and make connections to their transnational experiences and (hi)stories. Since the literature on transnationalism has focused on Latinx immigrants, this study narrows the gap in the literature by examining how students from Asian immigrant families build, negotiate, and embody their transnational identities when participating in literacy practices that reflect their unique transnational experiences. The findings provide implications for educators that including literacy practices in transnational contexts can be powerful pedagogy as it offers ample opportunities for transnational students to reflect on their richly diverse life experiences and to connect each facet of their collective identities to make meanings of their transnational lifeworld. [ABSTRACT FROM AUTHOR]

Recent reforms in science education shift the focus of instruction to supporting students' sensemaking about phenomena. At the same time, discussions of equity in science education have become more common and more contested. For emergent bilingual (EB) learners, there is growing consensus that these trends together imply valuing diverse linguistic and cultural resources that students draw upon to make sense of the world. However, asset‐based pedagogies often do not attend to the role of oppression and the co‐construction of linguistic and racial marginalization. Furthermore, culturally responsive pedagogies push beyond valuing student assets to challenge the end goals of education, emphasizing the development of critical consciousness. Through this case study of one thematic unit within a transitional bilingual physical science class, this study puts forth pedagogías entrenzadas as a purposeful braiding of asset and critical pedagogies that attend to science, language, and cultural responsiveness. The study took place in a Title I school in the suburbs of a large midwestern city where the majority of students are from Latin American immigrant families. Pedagogías entrenzadas are articulated through the analysis of classroom episodes that attended to language, science, and cultural responsiveness in combination. By attending to these three facets in braided ways, the teacher created ruptures in systems that structurally exclude EB students. We present three classroom episodes in conjunction with additional evidence from a larger data set to demonstrate the ways pedagogías entrenzadas created spaces where (1) generative themes and words created opportunities for holistic sensemaking; (2) there were opportunities to consider and critique language and science; and (3) heterogeneity in linguistic, cultural, and academic resources was upheld and valued. The implications of this pedagogical work extended outside of the classroom, where the teacher successfully advocated with colleagues for the creation of an asset‐based bilingual science program. [ABSTRACT FROM AUTHOR]

"Frankie's Home Run" is a semi-autobiographical book by Emilio Iodice that explores themes of compassion, generosity, courage, kindness, spirituality, and leadership. The book delves into the immigrant experience in America, particularly focusing on Italian immigrants in the mid-20th century. Through the central character Frankie, the author highlights the importance of family, community, and hard work in shaping one's worldview and values. The narrative also touches on timely issues such as immigration, discrimination, and the impact of historical events on personal growth and development. [Extracted from the article]

While research on the transmission of prejudice toward immigrants within the family is increasing, it remains scarce. Many studies have explored the role of different mediators in the relationship between parents’ and children’s prejudice (e.g. ideology, empathy), but little empirical research has considered the role of values, despite their strong link with prejudice, especially in their dimensions of conservation and self-transcendence. The aim of this study was to investigate the relationships between parents’ subtle and blatant prejudice toward immigrants and their adolescent children’s prejudice, by considering adolescents’ values as possible mediating mechanisms. A sample of 473 Italian parent–adolescent dyads without an immigration background were involved. Adolescents were aged between 12 and 18 years, parents were between 31 and 68 years. All participants completed the Prejudice Scale; adolescents also completed the subscales of conservation and self-transcendence values from the Portrait Values Questionnaire-21. The results showed a significant association between parents’ and adolescents’ blatant prejudice that was partly mediated by adolescents’ self-transcendence values. Parents’ blatant prejudice was also related to adolescents’ subtle prejudice via self-transcendence. Conservation did not act as a mediator in the intergenerational transmission of prejudice toward immigrants. The findings of the study, limitations, and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Research suggests that forced migration may lead to cultural stress and psychological distress. However, little is known about immigrant parents' pre- and post-migration concerns for their children's welfare. The present study examined the concerns of Venezuelan parents who migrated to the United States versus those who migrated to Colombia, and whether post-migration concerns were related to cultural stressors, mental health, and cultural identity. A sample of 609 Venezuelan immigrants completed surveys and responded to an open-ended prompt asking about pre- and post-migration concerns for children's welfare. Lack of safety was the most common pre-migration concern for Venezuelans in the U.S., whereas lack of food was the most common pre-migration concern for Venezuelans in Colombia. More years in the destination country since arrival were linked to heightened economic concerns and reduced worries about family separation. A positive link emerged between national identity and health-related concerns for children following migration. This knowledge can inform policies and programs to better support immigrant families as they navigate the challenges of forced migration. [ABSTRACT FROM AUTHOR]

Immigrant families bring myriad strengths through their home literacy practices, which contribute to their children's biliteracy growth. This systematic review critically analysed 28 recent studies on the relationship between home literacy practices and biliteracy development of immigrant bilingual children. Against a backdrop of host societies that emphasize immigrant children's second language (L2) and devalue their first language (L1), many studies indicated that home literacy practices in either L1 or L2 were associated with stronger literacy development in the same language for immigrant children of varying ages and language backgrounds at the same time point; further, cross‐linguistic relationships seemed to be neutral or negative, mostly measured at one point in time. However, these findings should not be taken as recommendations, as very few studies examined these relationships longitudinally or accounted for change in home practices. Additionally, other factors, such as school programmes, socioeconomic status (SES) and length of residence in the host country, may affect these relationships. Importantly, L1 generally required more support in order to develop in these contexts, but a few longitudinal studies suggest that L1 development need not come at the expense of L2 achievement. Additional experimental and longitudinal studies that value immigrant families' L1s are needed to elucidate these relationships. [ABSTRACT FROM AUTHOR]

Maternal parenting stress during childhood may have important influences on offspring internalizing and externalizing behaviors during adolescence in unmarried households, but it is unclear whether effects differ across different trajectory patterns of maternal parenting stress and for native-born vs. immigrant families. Using data from the Future of Families and Child Wellbeing Study, we identified trajectory patterns of maternal parenting stress from ages 1–9 years using semi-parametric group-based trajectory modeling. We used negative binomial regression models to estimate associations between maternal parenting stress trajectories and adolescent behavioral symptoms at age fifteen. Five maternal parenting stress trajectory groups were identified among the 1982 unmarried families included in this study, representing consistently low (9.2 %), consistently mild (54.2 %), moderate and decreasing (14.4 %), moderate and increasing (16.0 %) and consistently high (6.2 %) levels of maternal parenting stress. For adolescent internalizing symptoms, all maternal parenting stress trajectory groups exhibited higher symptoms compared to the consistently low group: IRR for consistently mild: 1.21 (95 % CI: 0.98–1.56); IRR for moderate/decreasing: 1.34 (95 % CI: 1.04–1.74); IRR for moderate/increasing: 1.62 (95 % CI: 1.28–2.13); and IRR for consistently high: 1.74 (95 % CI = 1.29–2.41). Similar results were observed for adolescent externalizing symptoms. Stronger effects of maternal parenting stress trajectories on adolescent externalizing symptoms were observed among native-born vs. immigrant families. Differential attrition and same-source bias may lead to under- or over-estimation of the associations of interest. Interventions targeting unmarried families with elevated maternal parenting stress during childhood may reduce behavioral symptoms in adolescence. • Unmarried mothers generally suffer from elevated parenting stress • High maternal parenting stress in childhood linked to more adolescent internalizing and externalizing symptoms • Family immigration status changed how maternal stress affects adolescent externalizing symptoms [ABSTRACT FROM AUTHOR]

ABSTRACT There are considerable methodological and emotional challenges conducting research on family caregivers of end‐of‐life patients. In this article, we identified the major challenges encountered while studying a group of Chinese immigrant family caregivers of terminally ill patients. Drawing upon the concept of reflexivity and building on the previous literature, two types of reflexivity, self‐reflexivity and co‐reflexivity, were introduced and incorporated into a research process. It is argued that co‐reflexivity, where co‐researchers engaging in reflexive dialogues, can be an essential component to a process of reflexive activities, in addition to self‐reflexivity. During the journey of designing and applying this incorporated process, we were able to manage ethical, methodological and emotional challenges, to gain in‐depth and critical interpretations of the participant's narratives, to mitigate researcher biases, and to inspire new ideas for future research. We argue this process may serve as a working structure for exercising reflexivity within a small multidisciplinary/cross‐functional research team. It can be an unfinalized research method tool open for other researchers to adapt, revise and re‐create for their own implementation. [ABSTRACT FROM AUTHOR]

Objective Background Method Results Conclusion Implications The present study explores how immigrant adolescents differ in their experiences of language brokering and how acculturation gaps may relate to adolescents' self‐esteem.Adolescents often translate on behalf of immigrant parents and other family members, a process known as language brokering (LB). Because language brokering requires adolescents to be in extended close contact with parents, their subjective experiences of language brokering may relate to their individual well‐being through their acculturation congruence with their parents.Three hundred four bilingual participants aged 13 to 17 years completed an online questionnaire about demographics, translating activities, acculturation congruence, and self‐esteem. From affirmative responses to the translation item, a subsample of 188 language brokers was created for analyses of indirect effects.There were no significant differences between language brokers and non–language brokers on acculturation congruence. Among the language brokers, acculturation congruence had indirect effects on LB efficacy, burden, positive, and negative attitudes to self‐esteem.There is no evidence of an acculturation gap for language brokers and non–language brokers. Acculturation congruence has indirect effects on the subjective experiences of LB on self‐esteem.Parent‐adolescent relationship quality may be key in regulating the relation of LB to individual well‐being. [ABSTRACT FROM AUTHOR]

This qualitative case study explored the shifting landscape of literacy learning and instruction in an early childhood program in an agricultural community in the U.S. Midwest. The author traces the impact of deficit thinking and English-only curriculum on the literacy education of young Spanish/English emergent bilinguals, and describes the economic, health, and linguistic inequalities lived by immigrant and migrant farmworker families in the program. Data were collected over twelve months and consisted of weekly participant and non-participant observations of classroom instruction; reading bilingual books with children; interviews with teachers and administrators; informal conversations with parents; and field-notes from teacher workshops. Through examination of the developing literacy of two emergent bi/multilingual (im)migrant children, the study shows how early childhood teachers with limited formal training created a learning environment that allowed children to demonstrate rich language and literacy abilities in two languages. The author argues that an abrupt change from a bilingual, play-based literacy curriculum to English monolingual, skills-based instruction aimed at promoting “kindergarten readiness” reduced children’s opportunities to love reading and develop biliteracy. [ABSTRACT FROM AUTHOR]

The article examines the family connections of Julius Ungar and the Jebenhausen Rosenthals in Victorian London, focusing on their genealogical history and business ventures. Julius Ungar, a German immigrant, found success in the gas-lamp industry in 19th-century London, with ties to Jacob Rosenthal, a key figure in his will. Details include the marriage of Jacob Rosenthal and Fanny Selinger in 1880, as well as the evolution of the family clothing business into blouse manufacturing. The narrative also explores the experiences of the Rosenthal family during World War I and the changing economic climate of the early 20th century. [Extracted from the article]

In the United States (US), children's 'best interest' principles are central to child welfare policy, but their incorporation into immigration laws is less robust. Drawing on data from international and domestic policies, interviews with legal professionals and legal guidelines, we compare how Special Immigrant Juvenile Status (SIJS) and asylum – the main forms of immigration relief for undocumented youths in the US – align with children's best interest principles. SIJS, while promising, undermines family integrity by imposing rigid child‐rearing standards that may penalize immigrant families. Asylum upholds family integrity, but the application process involves intense interviews and strict evidentiary standards that harm youths' well‐being. Given asylum's high denial rates, the process often results in trauma without much promise of the permanency asylum can offer. Consequently, both SIJS and asylum fall short of protecting children's rights and best interests. We argue that how legal systems manage youths significantly affects youths' well‐being and their access to rights and benefits. The impact of legal processes on youths should be paramount to best interest policies and practices. We conclude with policy recommendations for SIJS and asylum that better promote children's best interests. [ABSTRACT FROM AUTHOR]

The unique needs of first-generation immigrants and their families have not been prioritized in mental healthcare. Cultural tailoring of child services requires valid, reliable, and efficient assessments of family cultural identity. The Abbreviated Multidimension Acculturation Scale (AMAS) is a self-report of acculturation and enculturation that has been evaluated in community, but not clinical, samples. We offer the first AMAS psychometric evaluation in a treatment-seeking sample of first-generation immigrant caregivers presenting for children's mental healthcare (N = 219). Analyses examined the internal consistency, concurrent validity, and factor structures of the long-form AMAS (42 items, six subscales), AMAS-10 (10 items, four subscales), and AMAS-14 (14 items, six subscales). Findings provide support for the AMAS-10 and AMAS-14, but not the full-length AMAS, in the present sample. Given urgent needs for culturally responsive care for first-generation populations, the AMAS-10 and AMAS-14 can be used in clinical settings to support cultural assessment, case conceptualization, and treatment planning. [ABSTRACT FROM AUTHOR]

Aim Methods Results Conclusion To evaluate agreement with the European Society of Paediatric Gastroenterology, Hepatology, and Nutrition (ESPGHAN) complementary feeding guidelines in a multiethnic community in Lisbon and to identify factors influencing complementary feeding practices among immigrant families.A cross‐sectional survey was conducted from January to March 2022 among caretakers of children aged 6 to 36 months at a primary healthcare facility in Lisbon, Portugal. A questionnaire collected data on demographics, socioeconomic status, complementary feeding practices, and sources of complementary feeding information. Agreement with ESPGHAN guidelines was assessed, and statistical analyses identified associations between complementary feeding inadequacies and socio‐demographic variables.Among 136 participants, 69% were immigrants. The prevalence of complementary feeding inadequacies was 53%, with early introduction of salt (28%) and tea (19%), and delayed introduction of gluten (15%) being the most frequent. Immigrant families exhibited higher rates of inadequacies. Healthcare professionals (71%) and family advice (13%) were the primary sources of complementary feeding information.Adherence to ESPGHAN complementary feeding guidelines was suboptimal, particularly among immigrant families. Tailored healthcare interventions that consider cultural and socioeconomic factors are necessary to enhance the complementary feeding practices. Further research is needed to monitor these practices and evaluate the effectiveness of culturally sensitive healthcare policies. [ABSTRACT FROM AUTHOR]

By examining what transpires at school for children of mixed-status immigrant families in what is spoken and what is kept silent, Figueroa demonstrates students' depth of understanding of their own immigration status and how it shapes their self-identity. Through this collaborative longitudinal research, citizenship and self-advocacy are explored in a manner that amplifies marginalized students' voices and expertise. [ABSTRACT FROM AUTHOR]

The article examines the challenges faced by immigrant parents in the U. S., particularly related to language barriers, acculturation, and family dynamics. It discusses the role of adult English as a Second Language (ESL) programs in supporting immigrant families by promoting language proficiency and offering family literacy initiatives. It mentions that these programs help parents navigate the complexities of life in a new country and address intergenerational issues within immigrant families.

The article "The Enslaved People of Amity Hall, Saint Thomas-in-the-East, Jamaica, 1820" presents a dataset resulting from the transcription of an 1820 inventory of enslaved individuals on the Amity Hall Plantation in Jamaica. The dataset includes information on the enslaved people's names, colors, ages, origins, and remarks. It also discusses the historical context of slavery in Jamaica, naming practices, and changes in the enslaved population over time. The dataset aims to contribute to scholarly efforts in documenting the lives of named enslaved individuals in Jamaica. [Extracted from the article]

This article describes a study that examined the portrayal of East and Southeast Asian immigrant children and their families in children's picturebooks, focusing on their racialized and minoritized experiences. The authors' analysis included a sample of 39 picturebooks written in English and published in the United States between 1993 and 2022. The findings reveal that these immigrant children and families are depicted as facing racism, stereotypes, financial difficulties, cultural differences, and language barriers. The Asian protagonists respond to their challenges in various ways, often employing multiple coping strategies. Additionally, they frequently find support through their social relationships when dealing with challenges upon arriving in the United States or wrestling with cultural disparities. The analysis highlights the need for diverse books that feature a variety of Asian subcultures, which can promote cultural identity and self-worth among Asian American children and broaden non--Asian American children's understanding of linguistically, culturally, and racially diverse peers. [ABSTRACT FROM AUTHOR]

Purpose – This study aims to examine the contribution of informal encounters outside the school walls between local Israeli families from “Waldorf Education” and immigrant families from Africa from formal state education and explore the consequences of these encounters on the development of lifelong learning competences. Research questions are as follows: In what way do non-formal encounters lead to the development of lifelong learning ability? What are the challenges and consequences of non-formal activity for research participants, families and educators from the pedagogical, social and personal perspectives? Design/methodology/approach – The research uses a qualitative-interpretive case study approach that allows for in-depth observation of the phenomenon within the context of reality to understand the case, a non-formal encounter between two groups of parents from different cultures, languages and educational attitudes. In this case study, it is possible to generalize from the local to the global and examine processes, actions and behaviors in the studied case (Creswell et al., 2018; Yin, 2009). This empirical study allows description, analysis, understanding and explanation of the challenges and actions in organizing and holding non-formal encounters from personal experiences as a first source. Findings – The analysis of the data brought up two main categories that represent the actions and insights from the non-formal encounters for developing lifelong learning competences: create a personal dialogue to strengthen trust and confidence; foster parental involvement. Non-formal encounters between families from different cultural-social backgrounds may promote lifelong learning competences such as tolerance, inclusion and openness. However, external intervention by a social association is required to organize, support and operate them. Research limitations/implications – The research’s limitation was that it was conducted in the country’s center. Therefore, the findings must be considered in the context in which they are presented and not generalized to other regions or communities from other cultures in Israel and the world. A few limited encounters may affect the author’s interpretation of the study data. In addition, expressions of “social desire” that may be expressed in interviews must be considered. Practical implications – This study emphasizes social activism. Despite all the differences and tensions, creating an equal space in the families’ encounters is essential for lifelong learning. The immigrant parents participated in decision-making, the stages of organization and the activities themselves during the encounters. This partnership strengthened their commitment and responsibility. Because they are a powerless minority group, it should not be assumed that two encounters will improve their self-confidence. The proof is that fewer participants came to the last encounter. Education experts must maintain consistency and continuity in forming partnerships with immigrant families over time and as part of lifelong learning. Social implications – The non-formal encounters between the two groups of families create an atmosphere of equality: all are parents of children seeking to inculcate humane and social values. The collaborative atmosphere contributed to the understanding that closeness overpowers distance. Everyone is troubled by similar issues of parenting, enjoyment of children, nutritious food and a shared desire to be good citizens while maintaining tolerance, reciprocity and respect. Originality/value – Non-formal encounters are actively performed to create belonging when the “others and we” join together for the community and the children. This is an extensive, open and accessible platform for strengthening social consciousness and understanding the connection between teaching, culture and society to promote equality in education. This study will allow schools to expand the boundaries of communication with parents and initiate additional activities with other social groups to foster children’s integration. It will enrich the academic knowledge about connections and communication of educators, families from Israel and immigrant families in developing a partnership in the school to promote lifelong learning.

Aims and objectives: The existing literature indicates that shared book reading is associated with benefits in children’s home language development. Parents play a significant role in shaping children’s language outcomes. The purpose of this study was to investigate the relations among the quality of parents’ shared book reading, children’s language output, receptive vocabulary, and expressive vocabulary outcomes in the home language of dual language learners (DLLs) to inform book reading practices that can support DLLs’ early home language development. Methodology: 36 Mexican American (43–67 months) and 31 Chinese American (38–70 months) DLLs and their mothers, who were home language dominant, were recruited from Head Start programs, which are federally funded programs that provide early childhood education to low-income children, in Northern California. Data and analysis: Utterances produced by the parents during parent–child shared book reading were coded for cognitive demand levels. DLLs’ home language expressive vocabulary and receptive vocabulary and information about parents’ demographics and parent–child shared reading frequency were collected. Correlations and hierarchical regression analyses were computed. Findings/conclusions: The findings demonstrated possible cultural differences in mothers’ book reading quality regarding cognitive demand. Although maternal statements and questions were not significantly associated with DLLs’ home language receptive and expressive vocabulary for both groups, asking yes/no, referential, and inferential questions were more likely to evoke more language output from DLLs. Originality: This study extends the literature on home language development of low-income DLLs during parent–child shared reading, as only a few studies have investigated the significance of shared reading in the home language. Significance/implications: The findings of this study yield important implications for parents’ shared reading practices with low-income DLLs. Using all levels of cognitively demanding speech and encouraging DLLs to talk during shared reading may benefit their home language development.

According to the US Centers for Disease Control and Prevention, 17% of Latinx high school students report considering attempting suicide within the United States. Given that a large proportion of Latinx youth have an immigrant caregiver, there is a clinical need to address the sociocultural, practical, and resource-related barriers of immigrant Latinx families who have youth experiencing acute suicide risk. To support effective and culturally aligned clinical approaches at the acute, indicated level of care (eg, emergency department, psychiatric hospitalization), we present 3 recommendations contextualized within the flexible and often time-limited nature of clinical responses to acute youth suicidality. The recommendations assume the presence of suicide risk assessment, safety planning, and disposition planning for a level of care that is optimally therapeutic and least restrictive (referred to as standard care).1 [ABSTRACT FROM AUTHOR]

Based on 75 interviews with members of undocumented and mixed-status families where someone has returned to the United States post-deportation, we examine how individuals within these households manage multiple stigmatized identities stemming from their loved one's lack of legal status and deportation record. We find that a family member's deportation history is an important marker of identity, which subsequently limits the amount of immigration-related information they share with others. The choice to conceal stems from the fear of retaliation, the stigma associated with being deported, and the hope of reuniting in the United States if deported/separated once again. Yet, disclosure often results in desahogó, a term commonly used within Latinx communities to describe a type of emotional relief that comes with being able to share previously concealed information. Examining the complexities surrounding family members’ disclosure decisions widen our understandings of the spillover effects of recent waves of mass deportation. It also offers insights into structuring research methods, institutional processes, and policy changes in ways that allow individuals to advocate for their family members in legal and social institutions. [ABSTRACT FROM AUTHOR]

This study leverages a unique combination of PISA survey data and Danish registry data to explore the educational gaps in Denmark between adolescents with native and non-Western immigrant backgrounds, focussing on personality traits, school wellbeing, parental involvement and family norms. The study investigates gaps in GPA at age 16 and in length of final education at around age 30. Key findings indicate that parental involvement and family norms significantly mediate the immigrant–native GPA gap, while personality traits do not significantly explain the immigrant–native gaps. Furthermore, the immigrant–native gap in length of final education at age 30 is more than fully explained when accounting for adolescence socio-economic characteristics and parental expectations and involvement. [ABSTRACT FROM AUTHOR]

This article explores the process of acculturation for Pakistanis in Singapore and their later generation descendants from the country's colonial period to the present day, focusing on the complexities brought about by migration, colonialism, and nationhood. It analyses how the historical context, namely Singapore's unique position as a multicultural British colony situated in the Malay peninsula has shaped the experiences of this diaspora community in a variety of ways. Using qualitative research methods and employing cross-cultural psychologist John Berry's acculturation strategies and multicultural adaptation hypothesis, the article argues that the acculturation process has been facilitated by the sense of cultural and socio-economic security among Pakistani immigrants and their families, amidst evolving political developments and top-down policies during Singapore's transition from a British colony to an independent nation. The findings of this study will contribute to our understanding of diaspora experiences in multicultural societies and provide insights into the complex dynamics of acculturation in a rapidly changing social context. [ABSTRACT FROM AUTHOR]

In this article, we share insights from Raíces y Rutas, a digital storytelling workshop series which brought together Latinx immigrant families to share stories, make connections and build agency. Using popular education methods, we created a space for participants to engage in deep, communal thinking and theorizing. Participants developed the trust and confidence needed to share challenging experiences and politicized funds of knowledge using multimodal methods. Participants were able to shape the narrative that they wanted to be told about their lives. We argue that spaces like this need to be more readily available to immigrants and immigration-affected youth. [ABSTRACT FROM AUTHOR]

This paper documents the hopes, desires and structural betrayals experienced by young people attending transfer schools in New York City. Transfer schools enroll more than 15,000 students each year who are disproportionately young people of color, poor and working-class youth, from immigrant families, and youth with disabilities. Most have fallen behind on academic benchmarks. Many have been systematically pushed out of school through zero tolerance policies, high stakes testing cultures, and a lack of culturally relevant approaches to curriculum and pedagogy. This paper explores survey responses from 842 transfer school students, collected as part of a broader participatory action research study. Our analysis reveals that many transfer school students persist in the face of multiple obstacles that disrupt their educational progress, including material insecurity, previously alienating school experiences, housing insecurity, violence and struggles with mental health. Moreover, we find that students experience the transfer schools in this study as relationally rich, caring, intellectually rigorous, and mutually accountable learning communities that help them overcome obstacles that previously held them back. Our analysis confirms transfer school students' desires and persistence in the face of adversity and demonstrates the academic and socio-emotional commitments and impact of educators and counselors in transfer schools. Under current federal and state accountability frameworks, transfer schools are threatened by one-size-fits all metrics, punitive policies, and racialized austerity. As such, their importance and impact is consistently mismeasured and under-acknowledged. In this paper, we present evidence that these schools represent the radical rim of what is possible in public education, and we argue that we must support their efforts, honor their commitments, and establish a more equitable system for evaluating the essential work they do. [ABSTRACT FROM AUTHOR]

Harlow's seminal work on the nature of attachment focused on the importance of warm, responsive, and loving relationships in children's healthy development. While the need for love and care is arguably universal, the ways in which these emotions are expressed can vary across cultural contexts. We examined how Chinese American parents' expressions of love were associated with children's attachment security. A total of 110 Chinese American immigrant parent–child dyads (children 7–11 years old, 49% girls) participated in 3‐min conversations in which parents were instructed to communicate love and care. Proposition‐level analyses in speech (total 8825 propositions) identified three types of affection: training (guan and chiao shun); relational affection (qin); and validation (acceptance and encouragement of child's own expression of emotion, thoughts, and behaviors). Higher training was observed in parents with lower American orientation and lower income. Higher relational affection was observed in parents with lower income. Higher validation was observed in parents with higher income. Using path analyses, training and validation were found to be positively associated with children's attachment security beyond parenting styles. Effects of parents' relational affection were moderated by children's American orientation. Results demonstrate how immigrant parents draw on multiple cultural scripts to express love and care. These findings expand traditional concepts of parental love in immigrant families and illustrate how bicultural expressions of love can shape attachment security in middle childhood. A video abstract of this article can be viewed at https://youtu.be/HqUfIDxkFsE Research Highlights: Analyses of parent‐child discussions identified three parental affection styles (i.e., training, relational affection, and validation) as expressions of love and care in Chinese American immigrant families.Training and validation were positively associated with children's attachment security.Relational affection was associated with lower attachment security for children with higher American cultural orientation, suggesting the effects of parent–child expressions of love are shaped by acculturation. [ABSTRACT FROM AUTHOR]

Compared to studies of ethnic identity development in adolescence, fewer investigations have examined the development of ethnic identity during middle childhood, a developmental period of dynamic social and cognitive changes that have direct implications for social identity and group membership. Moreover, research on the developmental processes of Asian American youth has also primarily utilized cross‐group comparisons, while neglecting consideration of variations in acculturation, socioeconomic status, and other sociodemographic characteristics within Asian American ethnic groups. Using a socioeconomically‐ and acculturatively‐diverse sample of Chinese immigrant families in the United States (N = 169; 49.1% girls; M = 9.16 years; SD = 1.05), the present study examined how parents' ERS practices varied by parents' socioeconomic status, education, and cultural orientations, then tested associations between parents' ERS and children's self‐reported ethnic centrality and ethnic regard. More highly‐educated Chinese American immigrant parents reported more frequent cultural socialization and more acculturated parents reported more preparation of their children for racial and ethnic bias. Consistent with hypotheses, parents' cultural socialization was positively associated with children's self‐reported ethnic centrality and positive regard. Results highlight the roles of social status and acculturation in Chinese immigrant parents' ERS, and point to middle childhood as a key developmental window for ethnic identity socialization and development in immigrant families. [ABSTRACT FROM AUTHOR]

Women's experiences during the First World War have received considerable scholarly attention but the fates of emigrant women have remained understudied. This article focuses on Italian emigrant women in the Americas, Europe and North Africa and uncovers how their experiences differed both from those of women in Italy and from those of other women in their adopted countries. The female emigrants most affected by the war were the wives of the 300,000 reservists who returned to Italy for their military service, which plunged many families into crisis. The difficulties faced by all wives of mobilised soldiers were exacerbated for female Italian emigrants. As Italian men had been the only emigrant group to depart en masse for service at home, the case of Italian women is unique. As non-citizens, they were generally not entitled to state aid. In addition, the Italian government subsidy was entirely insufficient abroad and many families were ineligible for support. This article thus explores how the Italian government and private charity abroad responded to this unfolding crisis in Italian emigrant communities and how the women themselves experienced the war and the new challenges of being an emigrant on a foreign home front. [ABSTRACT FROM AUTHOR]

Digital technology profoundly impacts family dynamics, posing challenges for therapists. This article explores how excessive technology use affects family interactions, illustrated through three case studies. The aim is to highlight the implications of overuse rather than the inherent properties of technology. Using Bowen family systems therapy and socioculturally attuned family therapy, a blending of these systemic approaches, the therapist designed targeted interventions to address excessive technology use within diverse family systems. Interventions shifted pre‐intervention attitudes and technology‐related beliefs, where family members viewed technology as either a source of conflict or an integral part of daily life. Six 90‐minute family therapy sessions were conducted where families, with varied pre‐intervention perspectives on technology, transitioned towards technology moderation, fostering digital mindfulness and offline family activities. Understanding and addressing the interplay between technology and family dynamics are crucial. Cultural considerations and sensitivity towards generational, ethnic and technological cultural differences were emphasised. An immigrant family and their first‐generation American children exemplify the intersection of cultural identity, generational technology gap and technology integration, advocating for socioculturally attuned therapeutic approaches. [ABSTRACT FROM AUTHOR]

This case study investigates the language use and ideologies of a Chinese-American youth who speaks English, Mandarin, and Fuzhounese, and lives in a predominantly white town. It addresses the scarcity of research on Chinese heritage speakers of varieties in addition to Mandarin, particularly those living outside Chinese communities with extensive heritage language resources. The participant mainly spoke standard English in formal domains, colloquial English informally, and a mixture of English and basic Mandarin at home with his parents, while predominantly using English with his sister. He knew only a few words in Fuzhounese, which was rarely spoken in his daily life. His language ideologies interacted with his identity as a Chinese-American, perceptions of linguistic hegemony, and iconization pertaining to different ethnic communities. He viewed Mandarin as his heritage language with global significance, while Fuzhounese, despite of not mutually comprehensible with Mandarin, was only regarded as a dialect by him, iconized with negative stereotypes about rural Fuzhou and Brooklyn Chinatown. The study enhances our understanding of how multilingual children from immigrant families navigate different languages, and provides implications for offering culturally and linguistically sensitive support for immigrant families speaking less commonly taught languages outside their ethnic communities. [ABSTRACT FROM AUTHOR]

Contextual family therapy offers a unique explanatory and clinically valuable framework to address complex multigenerational processes in families of immigrants who experience cumulative migration‐related traumas. In this paper, we offer a new extended, specific conceptualization of immigrant families' generational dynamics using existing literature within the five‐dimensional contextual therapy framework illustrated with a clinical example. We highlight the importance of social and relational justice, loyalty, entitlement, and parentification in transgenerational processes in addressing manifestations of these traumas that are frequently overlooked in clinical practice with different generations of immigrant families. Clinical guiding principles include acknowledgment of the social nature of situational injustices and their consequences for relational justices, exploration of loyalty conflicts (familial, cultural, and national), active dialogue of mutual care, exoneration, and stimulating constructive entitlement through active giving. This paper contributes to further development of contextual therapy theory and provides practical guidance for clinicians working with international migrants including second and third generations. [ABSTRACT FROM AUTHOR]

Family language policy (FLP) is a key focus of immigrant families, as parents are considered to play a vital role in children’s bilingual language development. Nevertheless, many parents report that they do not have an FLP. Accordingly, their FLP planning style is unplanned and spontaneous. This study compares families’ FLP planning styles (overt vs. covert). Data was collected via questionnaires from parents and their English-Hebrew bilingual children (n = 82). Children’s receptive and expressive vocabulary of both languages were assessed to explore the impact of FLP planning style. Results confirm that families present with a desire for proficient outcomes in both languages. However, families with an overt planning style present with more pro-heritage language policies (e.g. promoting English use with siblings). Those with a covert planning style lean towards pro-societal language policies and children may be allowed to speak any language at home. Differences in FLP planning did not significantly impact ratings of home language use or children’s vocabulary. The perceived value of English as a global language may be partially responsible for the findings. The study confirms that although there are many effective ways to raise a bilingual child, FLP planning has implications for the bilingual language learning environment. [ABSTRACT FROM AUTHOR]

Drawing on data from the multivocal video-cued ethnographic Agency and Young Children Study, we use critical discourse analysis to compare Latine immigrant parents’ and early childhood teachers’ ideas about agency and teacher control in the education of young Latine children. In video-cued focus group interviews, parents and teachers shared a belief in the importance of order and teacher control in the classroom but had very different rationales for these beliefs. Latine immigrant parents shared a deep concern for their children’s learning while teachers focused on their personal preferences and pressure around standards and testing. Through analysis of these perspectives, we consider the ways that racism and childism intersect to create particularly oppressive learning environments for young Children of Color, complicate and challenge long-standing stereotypes about Latine immigrant parents, and push back on teachers’ ideas about the relationship between control and learning. [ABSTRACT FROM AUTHOR]

• Despite increasing research demonstrating Chinese American adolescents' perceptions of parental support, little is known about how young children of Chinese immigrant families perceive parental support for children's learning. • Using a mixed-method analysis, this study examined low-SES and middle-SES Chinese American preschoolers' developing perceptions of parents' support for their children's learning. • Participants were 98 low-SES and 115 middle-SES four-year-old children with Chinese immigrant parents. • Analysis of children's narratives derived from a child-story-completion method identified four themes related to parental support: parental guidance and teaching, respect and parental authority, parents' expectations and related actions, and close and reciprocal relationships. • Results of ANCOVAs revealed that low-SES children mentioned respect and parental authority more than middle-SES children. Ample evidence underscores the crucial role of parental support for children's learning (PSCL) in children's development and academic experiences. However, as a minoritized immigrant group, Chinese immigrant parenting practices frequently face negative perceptions. While extensive research has investigated Chinese immigrant families' PSCL, research on young children's views of PSCL is scarce. This paper presents research conducted using a mixed methods design to examine low-SES and middle-SES Chinese American preschoolers' developing views of PSCL. Participants were 213 4-year-old children with Chinese immigrant parents (98 low SES and 115 middle SES). Analysis of children's narratives derived from a child-story-completion method identified four themes related to PSCL: parental guidance and teaching, respect and parental authority, parents' expectations and related actions, and close and reciprocal relationships. Results of ANCOVAs revealed that low-SES children mentioned more parental guidance/teaching and respect and parental authority than middle-SES children. We discuss these findings concerning cultural and socioeconomic contexts. [ABSTRACT FROM AUTHOR]

Objective: To compare telemedicine versus office visit use at two Medicaid-focused pediatric primary care clinics. Methods: Retrospective cohort study from March 15, 2020 - March 15, 2021 at two Medicaid-focused pediatric primary care clinics. Site A and Site B care for different populations (Site B care for mostly immigrant families with preferred language Spanish). Outcomes included the percent of visits conducted through telemedicine and reason for visit. Descriptive statistics, univariable and multivariable mixed multilevel logistic regression, were used to assess relationship between patient demographics and telemedicine use. Results: Out of 17,142 total visits, 13% of encounters at Site A (n = 987) and 25% of encounters at Site B (n = 2,421) were conducted using telemedicine. Around 13.8% of well-child care (n = 1,515/10,997), 36.2% of mental health care (n = 572/1,581), and 25.0% of acute care/follow-up (n = 1,893/7,562) were telemedicine visits. After adjustment for covariates, there was no difference in odds of a patient having any telemedicine use by preferred language, sex, or payor. Patients 1–4 years of age had the lowest odds of telemedicine use. At Site A, patients who identified as Non-Hispanic Black (odds ratio [OR] = 0.33, 95% confidence interval [CI] = 0.24–0.45), Hispanic/Latinx (OR = 0.40, 95% CI = 0.24–0.66), or other race/ethnicity (OR = 0.35, 95% CI = 0.23–0.55) had lower odds of telemedicine use in comparison to Non-Hispanic White. Conclusions: Telemedicine was successfully accessed by Medicaid enrollees for different types of pediatric primary care. There was no difference in telemedicine use by preferred language and payor. However, differences existed by age at both sites and by race/ethnicity at one site. Future research should explore operational factors that improve telemedicine access for marginalized groups. [ABSTRACT FROM AUTHOR]

Objectives: Latinx immigrant families may face stressful experiences premigration, en route to the host country, and once they arrive in the host country (postmigration). The present study examines the impact of premigration stress and postmigration stress (together defined as immigrant-related stress) on the mental health of Mexican-origin parents and their children using both cross-sectional and longitudinal methodology. Method: Data collection across four timepoints occurred from 2013 to 2018. At Time 1, 104 families were enrolled in the study and met the following criteria: (1) At least one Mexican-origin immigrant parent; (2) One child between the ages of 6–10 years; and (3) Family income at or below 150% of the federal poverty line. Results: Hierarchical multiple regression and hierarchical linear modeling (HLM) were used to analyze the cross-sectional and longitudinal data, respectively. HLM models revealed that higher postmigration stress over time (2013–2018) was related to higher mental health problems among parents and children. Higher premigration stress was associated with higher parent-reported child mental health problems, while postmigration stress was associated with higher parent mental health problems. Specifically, discrimination emerged as a salient factor of poor parent mental health. Immigrant-related stress was related to higher total parent and child mental health problems. Conclusion: This study demonstrates the strong impact of postmigration stress on mental health over the span of several years and during a time of heightened stress for many Mexican immigrant communities. The results inform the need for family-wide interventions that address the complexities of immigrant-related stress as well as comprehensive policy changes. Public Significance Statement: Latinx immigrant families may experience stress before migration (poverty, violence) and after migration (fear of deportation, discrimination), which can accumulate over time and impact mental health. This calls for family-wide interventions centered on empowerment and championing comprehensive immigration reform. [ABSTRACT FROM AUTHOR]

Objectives: We tested an extended family stress model of economic hardship (FSM; Conger et al., 2010) incorporating structural risks (discrimination, immigration, and COVID-19 experiences) and qualitative data, to better understand the impact of culturally relevant experiences on family stress processes in rural, immigrant Latine families in the U.S. Midwest. Method: Participants were Latine families (N = 307) with a child aged 10–15 (Mage = 12.21 years, 51.0% boys; 71.5% two parent; 93.1% of caregivers and 29% of youth born outside the United States) Mean household income was 25–30K and 65% of caregivers had less than a high school education. We tested a cross-sectional structural equation model in Mplus and analyzed qualitative interviews with a subsample of mother–youth dyads (n = 19). Results: COVID-19 experiences predicted economic pressure, and both COVID-19 and discrimination experiences were linked to caregiver psychological distress. Consistent with the FSM, economic pressure predicted psychological distress, which was associated with interparental relationship problems and parenting. Parenting was associated with youth global health. Unexpectedly, interparental relationship problems to parenting were not significant. The indirect association linking COVID-19 experiences to youth global health via psychological distress and parenting was significant. Qualitative data revealed five themes demonstrating how structural and economic risks contributed to distress, conflict, and maladjustment within the family system. Conclusions: Culturally relevant structural risks exert a negative influence on family processes in rural Latine immigrant families through contributing to economic pressures and parental distress. The additional impact of these experiences should be considered when addressing the FSM in Latine populations. Public Significance Statement: Negative life experiences such as discrimination, immigration barriers, and the COVID-19 pandemic contributed to economic strain and caregiver distress in rural immigrant Latine families, which in turn, impact family relationships, parenting behaviors, and adolescent well-being. Improving the conditions that threaten the well-being of Latine immigrant caregivers will benefit their children. [ABSTRACT FROM AUTHOR]

Objectives: The present study examined whether immigration stress was related to decreased capacities for psychophysiological stress regulation (as indexed by respiratory sinus arrhythmia [RSA]) and whether lower RSA, in turn, was related to decreased maternal sensitivity. The buffering effect of familism values was also evaluated, such that familism values were expected to minimize associations between immigration stress, RSA, and sensitivity. Method: Data were drawn from a longitudinal study of Mexican immigrant mothers (N = 277; Mage = 28 years). Mothers self-reported immigration stress and familism values, and mothers' resting RSA and sensitivity were assessed during laboratory visits. Results: Higher immigration stress was associated with higher RSA (B =.15, SE =.07, p =.04) but was unrelated to maternal sensitivity. Moreover, links between more immigration stress and higher RSA were more pronounced among mothers who reported stronger familism values (B =.20, SE =.07, p =.003). Conclusions: The present study contributes to our understanding of the sequelae of immigration stress in Mexican immigrant mothers and the cultural resiliency factors that may alter its effects. In contrast to hypotheses, findings suggested that mothers who endorse more immigration stress may also exhibit higher RSA, and links may be more pronounced among those with strong familism values. Further research is needed to advance understanding of resiliency processes that promote family functioning in vulnerable populations. Public Significance Statement: Immigration stress can present challenges for parental and family functioning, but pathways are not fully understood. Study findings suggest that Mexican immigrant mothers may demonstrate physiological resiliency in the face of immigration stress and that familism values may be a key cultural consideration in the promotion of well-being in Mexican immigrant families. [ABSTRACT FROM AUTHOR]

As long as welfare arrangements have been in existence, there has been a strong belief that high‐benefit generosity leads to welfare reliance. In this study, we investigate whether an increase in welfare generosity in Norway resulted in higher social assistance (SA) uptake and decreased engagement in paid work. By utilizing high‐quality administrative data and employing a difference‐in‐difference design, we find no overall effects on SA or work activity. However, we do observe a significant reduction in work activity and an increase in SA for specific predefined high‐risk groups, which are believed to be particularly responsive to financial incentives. Thus, we discover evidence of unfavorable effects for child families, non‐Western immigrants, and the combined group of non‐Western immigrant child families. These latter findings are interpreted in light of the particular socioeconomic circumstances of these groups. [ABSTRACT FROM AUTHOR]