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1.
Grounded in ecocultural theory and utilizing in-depth interview data, this paper explores the experiences of 40 low-income immigrant mothers as they selected and secured early childhood care and education (ECCE) for their young children. Cultural and structural aspects of low-income immigrant families’ lives and their influence in shaping these families’ ECCE decision-making processes were examined. Latina and African mothers’ experiences were considered, as these mothers’ country of origin (COO) experiences were varied as well as their documentation statuses upon arrival in the US, with 15 of the Latinas being undocumented. Mothers discussed reasons for seeking ECCE, with maternal employment being most important. Some mothers looked to ECCE to recreate social experiences for their children similar to those in their COOs. Many mothers indicated looking for ECCE programs in which their children could learn English and interact with children from diverse backgrounds. Mothers tended to utilize social and organizational connections to secure ECCE and documentation of residence shaped the number and severity of obstacles mothers faced in securing ECCE. The findings from this study inform researchers, policymakers, and practitioners as to how both culture and structure shape ECCE decision making among low-income African and Latina/o immigrant families. 相似文献
2.
This paper is based on a preliminary exploration of the in‐depth interviews and focus groups that are part of a more extensive research project on the education of children of immigrants in Spain. In the process of migration, families undergo profound transformations that are often complicated by extended periods of separation—not only from extended family members, but also from the nuclear family. Though many immigrant families are involved in transnational separation and reunion processes of this kind, there has been little research on the impact of these forms of family transformations on the vision of education held by immigrants. This impact seems to be two‐fold. On one hand, family separation and living or work conditions hamper educational support and monitoring; on the other, the experience of migration poses a tremendous faith in the benefits of education and makes families highly motivated in education. The main idea underlying this paper is that an accurate knowledge of the schooling experience of the children of immigrants has to be related to the moral and psychological effects of this adaptive transformation and, in a very special way, to the weave of projects, expectations and frustrations that permeate the life of an immigrant family. The psychosocial consequences of the processes of adjustment and relearning that immigration entails, the need for a comparative perception of success and the willingness to make an effort and work hard make immigrant families strongly meritocratic and—contrary to some common beliefs—able to show a high level of commitment and expectations in relation to the education of their children. 相似文献
3.
Mariana Souto-Manning 《European Journal of Education》2018,53(4):456-468
In this article, I examine intersectionally-minoritised immigrant children’s transitions from community-based pre-kindergartens to elementary schools (kindergartens) in the most segregated school system in the US. Attending to issues of blockage and fragmentation inherent to transitions, I analyse transition supports, interpreting and critiquing them through the perspectives of Latinx immigrant teachers and mothers. Through interviews, I listen to, learn from and reposition Latinx immigrant teachers and mothers as important constructors of knowledge who hold valuable (albeit often disprivileged) perspectives for reorganising the ecology of transitions. Centering the experiences of immigrant mothers and their young children, I problematise dominant understandings and conceptualisations of transition, unveiling how these privilege dominant ways of being and behaving. In doing so, I shed light on the possibility of re-mediating transitions in ways that centre the perspectives of Latinx immigrants. 相似文献
4.
Park MS 《Child abuse & neglect》2001,25(7):945-958
OBJECTIVE: This study explores Korean immigrant mothers' attitudes toward child physical abuse based on an ecological perspective. METHOD: One hundred and forty-four Korean immigrant mothers who came to the US after age 16 and have at least one child under 18 years old participated in this study. Data were collected using instruments translated in Korean that measure mothers' attitudes toward child physical abuse in four areas: degree of agreement with physical abuse, conflict tactics, belief in the use of physical punishment, and perceptions regarding physical abuse. RESULTS: This study found that the following variables affect Korean immigrant mothers' attitudes toward child physical abuse at ecological levels of the environment: amount of time spent with children, experience of corporal punishment as a child, children's gender and age, family acculturation conflicts, mothers' age, and length of time in US at the micro level; involvement in their children's school and involvement in social organizations at the meso level; level of education and reported stress of immigrant life at the exo level; value of children in Korean culture, familiarity with Child Protective Services (CPS), perceived discrimination, and value of corporal punishment at the macro level. CONCLUSIONS: This study suggests the importance of cultural sensitivity in social work practice when working with Korean immigrants. It also implies that intervention and prevention efforts of child abuse should be targeted at more than one level of the environment. 相似文献
5.
孙立新顾兴强 《宁波大学学报(教育科学版)》2014,(2):94-099
20世纪60年代以后,美国的移民政策开始宽松,非法移民的数量也随之增多,其子女的受教育问题自然成为社会关注的焦点。《民权法案》《普勒莱法案》保证了所有学生都可以接受平等的基础教育,而在高等教育问题上,非法移民学生的发展却遭遇了瓶颈。在此背景下,《梦想法案》2001年得以问世,到今天已经是第14个年头,但由于受到众多阻挠,该法案真正成为法律还有待时日,非法移民学生获得公平的高等教育权及其寻求合法权益之路仍然困难重重。 相似文献
6.
ABSTRACTUnlike states with established immigrant populations, Indiana is a new immigration gateway state that is developing its infrastructure to address immigrant needs. Indiana's English learner (EL) population between 1999 and 2018 has grown by 550% from 9,114 to 59,255 students. Of the current 59,255 ELs in K–12 schools, 24% are immigrants. Employing a collective case study, this article examines how Indiana university faculty prepare pre- and inservice teachers to address the needs of emergent bilingual immigrant (EBI) youth. While there are institutional constraints that impact how EBI youth needs are met, faculty in EL licensure programs are addressing these needs by explicitly facilitating activities that promote respect and develop empathy through perspective sharing. Despite underdeveloped social infrastructures for EBI youth and EBI teachers in Indiana schools, implications suggest that a methodical inclusion of immigration history, perspective-taking, and critical self-reflection can facilitate teacher identity development, and foster their stances of advocacy for EBIs. 相似文献
7.
20世纪60年代以后,美国的移民政策开始宽松,非法移民的数量也随之增多,其子女的受教育问题自然成为社会关注的焦点。《民权法案》《普勒莱法案》保证了所有学生都可以接受平等的基础教育,而在高等教育问题上,非法移民学生的发展却遭遇了瓶颈。在此背景下,《梦想法案》2001年得以问世,到今天已经是第14个年头,但由于受到众多阻挠,该法案真正成为法律还有待时日,非法移民学生获得公平的高等教育权及其寻求合法权益之路仍然困难重重。 相似文献
8.
Portia Miller Elizabeth Votruba-Drzal Rebekah Levine Coley Amanda S. Koury 《Early childhood research quarterly》2014
Early care and education (ECE) settings are important developmental contexts for young children, with nearly half of all U.S. children experiencing non-parental care during infancy and toddlerhood. However, there is little research examining patterns and predictors of ECE selection among immigrant families even though children of immigrants represent the fastest growing population in the U.S. Using data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 10,700), including a diverse group of children with immigrant parents (N ≈ 2950), this study aims to fill gaps in the literature by examining predictors of the type of ECE (parent, relative, home-based, or center-based) children experience during infancy and toddlerhood (children aged 7–38 months). It examines how immigrant, family, child, and contextual characteristics predict ECE selection within immigrant families and whether these correlates of ECE selection differ across native and immigrant families. Results show distinct patterns of infant and toddler ECE related to immigrant status, particularly when it came to socioeconomic advantage predicting increased relative care for children of immigrants but not native families. Furthermore, several immigrant-specific characteristics, including region of origin, English proficiency, and availability of non-English ECE options, were associated with immigrant families’ ECE choices for their infants and toddlers. 相似文献
9.
de Carvalho Eloise Skipper Yvonne 《European Journal of Psychology of Education - EJPE》2019,34(3):501-516
A common perception of home education is that despite potential beneficial educational outcomes, children who are home educated lack social experiences and therefore show poor social development. However, previous research in this area suggests that home educated children demonstrate a range of age-appropriate social skills. This research has mainly focused on children younger than 12; thus, we have much less of an understanding of the social impacts of home education on adolescents. Furthermore, previous research has often used social skills questionnaires and has not explored the experiences of home educating families from their own perspectives. The current study addresses these gaps in the literature by interviewing three home educated adolescents and their mothers about their social experiences and development with the research question of ‘how do home educated adolescents and their parents experience and understand socialisation?’. In one-to-one interviews, young people (aged 11–14) were asked about their experiences and perceptions of their social lives. In a separate interview, mothers were asked about how they facilitated these social experiences and their perceptions of the impact this had on their child’s development. Data from the interviews was thematically analysed. Results suggested that adolescents participated in a range of social experiences that promoted their social skills, happiness and confidence. Participants felt that this created a positive social environment and sense of community, and encouraged the adolescents to interact with a diverse range of people. However, further research is needed to explore whether this finding is generalisable to the broader community of home educated adolescents.
相似文献10.
Many children involved with the child welfare system witness parental domestic violence. The association between children's domestic violence exposure and child welfare involvement may be influenced by certain socio-cultural factors; however, minimal research has examined this relationship. The current study compares domestic violence experiences and case outcomes among Latinas who are legal immigrants (n = 39), unauthorized immigrants (n = 77), naturalized citizens (n = 30), and US-born citizen mothers (n = 383) reported for child maltreatment. This analysis used data from the second round of the National Survey of Child and Adolescent Well-being. Mothers were asked about whether they experienced domestic violence during the past year. In addition, data were collected to assess if (a) domestic violence was the primary abuse type reported and, if so, (b) the maltreatment allegation was substantiated. Results show that naturalized citizens, legal residents, and unauthorized immigrants did not differ from US-born citizens in self-reports of domestic violence; approximately 33% of mothers reported experiences of domestic violence within the past year. Yet, unauthorized immigrants were 3.76 times more likely than US-born citizens to have cases with allegations of domestic violence as the primary abuse type. Despite higher rates of alleged domestic violence, unauthorized citizens were not more likely than US-born citizens to have these cases substantiated for domestic violence (F(2.26, 153.99) = 0.709, p = .510). Findings highlight that domestic violence is not accurately accounted for in families with unauthorized immigrant mothers. We recommend child welfare workers are trained to properly assess and fulfill the needs of immigrant families, particularly as it relates to domestic violence. 相似文献
11.
Joanne H. Yi 《Children‘s Literature in Education》2014,45(2):129-144
This article examines the impact of immigration on Korean children through a content and literary analysis of 14 children’s picture books. A majority of published children’s literature dealing with the subject of Korean Americans or Korean immigration contains culturally specific themes common to the Korean immigration experience. These include English acquisition difficulties, assimilation through name selection, language mediation, family separation and abandonment, and positive experiences post-immigration. While unassumingly couched in children’s fiction, these issues reflect real-life experiences and are analyzed here through a social and cultural context. I provide suggestions for applying the article’s findings in classrooms, schools, and districts in order to ease acculturation and transition procedures for Korean families. The article may appeal to readers interested in immigration issues, the interplay between home and school environments, language barriers for second language learners, and social studies issues found in children’s fiction. 相似文献
12.
Huiguang Ren Charissa S. L. Cheah Biao Sang Junsheng Liu 《Parenting, science and practice》2020,20(3):229-239
SYNOPSIS
Objective . This study explores the contributions of Chinese immigrant mothers’ parenting cognitions and parenting practices to their children’s social skills. Design . We used a cross-sectional design to examine the mediating role of authoritative parenting in associations between Chinese immigrant mothers’ parenting attributions and their children’s social skills. Chinese immigrant mothers (N = 208, M age = 37.36 years) reported their attributions regarding successes and failures in their daily caregiving experiences, authoritative parenting practices, and demographic information. Their preschool children’s (M age = 4.51 years, 46.2% females) social skills in school were rated by their teachers. Results . Maternal attributions of successful events to uncontrollable causes and unsuccessful events to controllable causes were associated with more authoritative parenting. In turn, more authoritative parenting was associated with more competent social skills in children. In contrast, maternal attributions of successful events to controllable causes and unsuccessful events to uncontrollable causes were associated with less authoritative parenting, which in turn was associated with poorer social skills in children. Conclusions . Promoting Chinese immigrant mothers’ attributions that preserve positive efficacy during daily parenting tasks may enhance their engagement in warm, autonomy-promoting and regulatory parenting, which in turn may facilitate their children’s social skills. 相似文献
13.
The integration of immigrant children into the education system is a process that is accompanied by serious debate, especially in advanced countries, which have large shares of immigrants and a long history of immigration. The poorer educational outcomes of foreign-born children are largely explained there through their socio-economically disadvantaged background compared to the native-born population. This article examines whether the observations for those countries also apply to the Czech Republic—a country with a relatively short immigration history and immigration flows from different source countries than those in Western Europe. Regression analyses conducted on PISA 2012 data focusing largely on the maths skills of 15-year-olds reveal that the performance of immigrant children in Czech schools roughly compares to that of their counterparts in Western Europe. While their PISA outcomes were lower than those of Czechs, this was because immigrant children have poorer conditions at home or in the classroom. 相似文献
14.
Young children, birth through eight, are more diverse than other age groups in the United States. They are more likely to be first- or second-generation immigrants and, as a consequence, more likely to belong to racial-ethnic groups originating outside European nations. Many also live with parents whose heritage language is not English. For these reasons, children in immigrant families merit special attention by policy-makers, program administrators, and others who have responsibility for assuring that the young children of today become competent students, workers, citizens, and parents in the years ahead. The development of effective policies and programs for all children and families depends on having information about their life circumstances, including their family composition, education, work, income, and housing, and for immigrants, also their country of origin, citizenship, and language skills. This article presents new results from the U.S. Census Bureau's American Community Survey for 2005, 2006, and 2007, reflecting important life circumstances of young children in immigrant families, compared to those in native-born families. We present new population projections from the U.S. Census Bureau, which highlight the increasingly important role that children of immigrants will play in the economy and civil society during the coming decades. We then discuss implications for the design and implementation of effective policies and programs. 相似文献
15.
Miguel M. Licona 《Cultural Studies of Science Education》2013,8(4):859-872
In this case study, I use an ethnographic-style approach to understand the funds of knowledge of immigrant families living in colonias on both sides of the US/Mexico border. I focus on how these “knowledges” and concomitant experiences impact the ways we perceive and treat immigrant students who have all too often been viewed through deficit lenses that relegate them to the lowest expectations and outcomes in the classroom. I find that Mexican and Mexican-American families hold unusually sophisticated and relevant “knowledges” to mitigate their everyday lives. In this paper, I will refer to citizens of Mexico, whether they reside in Mexico or have crossed to the United States legally or without documentation for purposes of work, as Mexican. People who have crossed the border and are living in the US as legal residents or have gained citizenship are referred to as Mexican-Americans. They live a hybrid identity that is varied and dynamic, an issue that adds to the complexity of the content and contexts of this study. These families know and use these “knowledges” on a daily basis, yet they are not recognized by teachers in the US as a starting point to affirm and support immigrant children. Instead, immigrant children are relegated to the non-gifted and lower track classes where science is taught from an abstract and non-contextual and therefore less engaged basis. The approach I outline here, based on insights from my case study, can greatly improve teachers’ abilities to prepare their curricula for diversity in science education and science literacy as well as for broad expectations for student success. 相似文献
16.
Eliane Rubinstein-Avila 《Clearing house (Menasha, Wis.)》2016,89(3):79-84
Massive population shift is a current global reality – especially given some of the latest development on European shores; some are calling it a humanitarian crisis. Although the United States (US) receives a large number of immigrants (documented and not) and about 70,000 refugees each year, it is certainly not the only nation to do so. Industrialized nations that receive migrants through immigration policies are typically referred to as “receiving” nations. The article addresses two main questions: (1) how well immigrant students across 17 receiving industrialized nations are doing according to the Programme for International Student Assessment (otherwise known as PISA), and (2) how are educators, immigrant and refugee parents and students experiencing integration in the school context. The education of immigrant and refugee students is a complex global issue that requires better understanding, collaborative attention, and long-term investment of several stakeholders. 相似文献
17.
Rebecca Lowenhaupt 《Peabody Journal of Education》2016,91(3):348-365
Recent immigration patterns have led to widespread growth in school enrollments of Spanish-speakers in nontraditional immigrant destinations in many parts of the United States. This paper explores the ways in which suburban school districts respond to this demographic shift, with a focus on how schooling impacts the acculturation experiences of immigrants to this particular context. Drawing on a statewide survey of administrators and teachers in schools serving Wisconsin's New Latino Diaspora, results from suburban schools are analyzed in comparison to urban and rural contexts. In this paper, I explore the ways in which suburban schools in the study were more likely to structure integration than schools in rural or urban locales. At the same time, these contexts were less likely to provide asset-based supports for Spanish-speakers, particularly those no longer designated as “beginner” English learners. These findings suggest that the opportunity to foster additive acculturation was limited, as many schools espoused a “sink or swim” approach in the context of scarce resources. Given the ongoing growth of immigrant communities in new suburban destinations, the paper ends with implications for future research and practice. 相似文献
18.
Little is known about how key aspects of parental migration or childrearing history affect social development across children from immigrant families. Relying on data on approximately 6,400 children from the Early Childhood Longitudinal Study–Birth Cohort, analyses assessed the role of mother’s age at migration on children’s social development in the United States (sociability and problem behaviors). Consistent with models of divergent adaptation and assimilation, the relation between age at arrival and children’s social development is not linear. Parenting practices, observed when children were approximately 24 months of age, partially mediated the relation between mother’s age at arrival and children’s social development reported at approximate age 48 months, particularly in the case of mothers who arrived as adults. 相似文献
19.
Nearly one in four students residing in the United States is from an immigrant family and these children's school readiness is related to their parent's nativity and other sociodemographic characteristics. Social‐emotional skills are an important conduit for academic development, yet these relations have not been explored for children from immigrant families. This study utilized the Early Childhood Longitudinal Study—Kindergarten Class of 2010–2011, a nationally representative sample of 13,400 students in the United States, to compare the social‐emotional development of kindergarten students from immigrant and nonimmigrant families, and to determine the relations of social‐emotional functioning to kindergarten achievement. Results indicate elevated social‐emotional functioning among children from immigrant families, particularly those who emigrated immigrated from Mexico, compared with children of U.S.‐born parents. Parent nativity predicted reading achievement, but not mathematics performance, even when controlling for sociodemographic factors and social‐emotional skills. This study suggests an immigrant advantage in early social‐emotional development. Implications for research and practice are discussed. 相似文献
20.
This paper investigates the impact of attending early childcare on immigrant children’s cognitive outcomes. Our analysis makes use of administrative data on the entire population of students in the fifth grade collected by the Italian Institute for the Evaluation of the Educational System (INVALSI) for school years 2014/2015 to 2016/2017, matched to unique administrative records on early childcare availability at the municipal level. Our identification strategy exploits cross-sectional and time series variations in the provision of early childcare services across Italian municipalities as an instrument for individual attendance. Our results indicate that the effect of early childcare attendance differs between native and immigrant children. Estimates show a positive and significant effect on the language test scores of immigrant children, with the effect being mostly driven by children with low-educated mothers and by children who, at home, speak a language highly dissimilar to Italian. Unlike immigrants, native students are negatively impacted by early childcare attendance. Effects are stronger on math test scores for children with highly educated mothers and in municipalities with a relatively low public supply of early childcare. 相似文献