Suchergebnisse

Researchers have long known that poverty in childhood is linked with a range of negative adult socioeconomic outcomes, from lower educational achievement and behavioral problems to lower earnings in the labor market. But few researchers have explored whether exposure to a disadvantaged background affects immigrant children and native children differently. George Borjas uses Current Population Survey (CPS) data on two specific indicators of poverty—the poverty rate and the rate of participation in public assistance programs—to begin answering that question. He finds that immigrant children have significantly higher rates both of poverty and of program participation than do native children. Nearly half of immigrant children are being raised in households that receive some type of public assistance, compared with roughly one-third of native children. Although the shares of immigrant and native children living in poverty are lower, the rate for immigrant children is nonetheless about 15 percentage points higher than that for native children—about the same as the gap in public assistance. Poverty and program participation rates among different groups of immigrant children also vary widely, depending in part on place of birth (foreign- or U.S.-born), parents (immigrant or native), and national origin.
According to the CPS data, these native-immigrant differences persist into young adulthood. In particular, the program participation and poverty status of immigrant children is strongly correlated with their program participation and poverty status when they become young adults. But it is not possible, says Borjas, to tell whether the link results from a set of permanent factors associated with specific individuals or groups that tends to lead to "good" or "bad" outcomes systematically over time or from exposure during childhood to adverse socioeconomic outcomes, such as poverty or welfare dependency. Future research must explore the causal impact of childhood poverty on immigrant adult outcomes and why it might differ between immigrant and native families. Developing successful policies to address problems caused by the intergenerational breeding of poverty and program participation in the immigrant population depends on understanding this causal mechanism.

"We didn't know anything about my cousin until we saw on the news that his body was found on the border," shared 12-year-old Elisa, with tears in her eyes, as she explained the term "immigrant" during our theater class. Elisa herself had made the journey alone from El Salvador to reunite with her aunt in Los Angeles two years prior. When asked about children like Elisa's classmates, who were born in the U.S., President Trump responded, "I'll just use the term Anchor Babies." Already, the national impasse to resolve the undocumented status of 11 million people has placed 4.5 million children of immigrants at risk for family separation (Su�rez-Orozco, 2000). We know that the combined stressors of migratory status and poverty can have long-term detrimental consequences for youth (Yoshikawa, 2011). We also know that rates of post-traumatic stress disorder are twice as high in children from urban areas than soldiers returning from war (Tucker, 2007). Yet, there is still so much we do not know about children of immigrants, the fastest-growing population in the United States.This dissertation addresses the following questions: (a) How do current anti-immigration policies impact children in immigrant families?; (b) How can the art-making process mediate children's experiences with the law?; and (c) How can artistic methods serve researchers and educators who work with children? This dissertation highlights the understudied preadolescent children of immigrants—both U.S.-born citizens and undocumented immigrant children—through a multidisciplinary theater class at a local elementary school in Los Angeles, California. Data collected included family, child, and teacher interviews, class/school observations, artwork and performance videos, and pre-/post-surveys from recently arrived Mexican and Central American children ages 11 to 13.This work contributes to the fields of immigration policy, education, and Latinx/Chicanx studies, among others. Ultimately, I argue that an anti-immigrant climate creates harmful consequences for children of immigrants, most of whom are U.S. citizens. This work illuminates the ways immigration policy and anti-immigrant sentiments impact immigrant children. Findings from this study reveal that: (a) children receive messages from society that reflect dehumanization, violence, and harm and through art, children respond with strategies to navigate that racism; and (b) in children's response to racism and legal violence, art fosters personal agency and gives them tools to develop coping mechanisms and resilience. Creativity allows children to make sense of and articulate their views on the political realities/state violence they are experiencing.

PurposeThe current study aims to investigate whether the victimization of immigrant children is more likely to be unrecognized by teachers and parents and what demographic factors contribute to children's unrecognized bullying victimization.Design/methodology/approachData from the publicly accessible US Early Childhood Longitudinal Study, Kindergarten Cohort, 2011 were utilized (N = 10,587 children across 2,194 schools), and the hierarchical linear model was used for modeling.FindingsAmong all bullying victims included in this study, only 32% were recognized by both parents and teachers. Bullied children who had only foreign-born parent/s were more likely to be unnoticed by adults than those who had only US-born parent/s. Among all bullied children, girls were more likely to be overlooked by adults than boys, and Asian and Hispanic children were more likely to be overlooked by adults than White children.Social implicationsTo better protect and support all victimized children, schools should develop innovative strategies to engage more immigrant parents; teachers and parents need to learn how not to rely on social and cultural biases to guide their interpretations and response to school bullying; parents and teachers should keep good communication with children.Originality/valuePrevious research demonstrates that immigrant children have a high risk of being bullied in school, but it is unclear whether parents and teachers are sufficiently aware of their victimization. This paper is the first study to demonstrate how parents' nativity, gender and race/ethnicity are associated with children's unrecognized bullying victimization.

Acknowledgement: The University of Malta would like to acknowledge its gratitude to the European Commission, Education, Audiovisual and Culture Executive Agency (EACEA) for their permission to upload this work on OAR@UoM. Further reuse of this document can be made, provided the source is acknowledged. This work was made available with the help of the Publications Office of the European Union, Copyright and Legal Issues Section. ; The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Malta. ; N/A

The paper deals with the adjustment problems of children of immigrant parents coming from Ethiopia based on a secondary analysis of the available research material. Three aspects of adjustment are discussed: 1. the aspect common to all immigrants who are leaving an established way of life and starting a new one in a different and unknown country; 2. adjustment from the perspective of children, especially immigrant children; and 3. the specific problems of the Ethiopian children in Israel. Among all the immigrants the culture and community structure of the Ethiopian Jews was the less known and the most remote from the Israeli western-type urban society. The paper analyzes different facets of the effects of the culture shock from the perspective of the Ethiopian children in Israel: the trauma of migration, ethnicity, loss of home, communication barriers and identities; the culture of the home and the culture of the school and ways of solution for living in two cultures.

Since the 1980s, immigrant children and children of immigrant parentage have become the fastest growing and the most extraordinarily diverse segment of America's child population. Until the recent past, however, scholarly attention has focused on adult immigrants to the neglect of their offspring, creating a profound gap between the strategic importance of the new second generation and the knowledge about its socioeconomic circumstances. The purpose of this article is to pull together existing studies that bear directly or indirectly on children's immigrant experiences and adaptational outcomes and to place these studies into a general framework that can facilitate a better understanding of the new second generation. The article first describes the changing trends in the contexts of the reception the new second generation has encountered. The article then discusses the ways in which conventional theoretical perspectives about immigrant adaptation are being challenged and alternative frameworks are being developed. Thirdly, it examines empirical findings from recent research and evaluates their contribution to the sociology of immigration. Finally, it highlights the main conclusions from prior research and their theoretical and practical implications for future studies.