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integration into Canada</title> <meta name="description" content="Search results for: immigrant integration into Canada"> <meta name="keywords" content="immigrant integration into Canada"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="immigrant integration into Canada"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3194</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: immigrant integration into Canada</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3194</span> The Role of Official Languages and Language Training Policy in Adult Immigrant Integration in Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lillie%20Lum">Lillie Lum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Focusing on the role of official language in immigrant integration, this paper will first report the results of a literature review and demonstrate that there is no doubt on the necessity of adequate language skills for newcomers to successfully settle, adapt, and integrate socially, culturally and economically in Canada. This paper attempts to synthesize the literature in order to shed light on the language policy terrain which is not easy to navigate. Then, by outlining what is currently available in the language policy environment, it will ask if the current state of language training in Canada is adequate to assist newcomers in their language acquisition process. At a deeper level, it aims to continue to raise questions in this policy area. Are current policy responses likely to improve linguistic capabilities in the future, particularly for immigrant workers with poor language proficiency? This paper is timely given the magnitude of the language issue and the value of immigrants for Canada’s economic, social, and political vitality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=official%20language%20education" title="official language education">official language education</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrant%20integration%20into%20Canada" title=" immigrant integration into Canada"> immigrant integration into Canada</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20factors" title=" economic factors"> economic factors</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20implications" title=" policy implications"> policy implications</a> </p> <a href="https://publications.waset.org/abstracts/46455/the-role-of-official-languages-and-language-training-policy-in-adult-immigrant-integration-in-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46455.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3193</span> Drug Abuse among Immigrant Youth in Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qin%20Wei">Qin Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has been an increased number of immigrants arriving in Canada and a concurrent rise in the number of immigrant youth suffering from drug abuse. Immigrant youths’ drug abuse has become a significant social and public health concern for researchers. This literature review explores the nature of immigrant youths’ drug abuse by examining the factors influencing the onset of substance misuse, the barriers that discourage youth to seek out treatment, and how to resolve addictions amidst immigrant youth. Findings from the literature demonstrate that diminished parental supervision, acculturation challenges, peer conformity, discrimination, and ethnic marginalization are all significant factors influencing youth to use drugs as an outlet for their pain, while culturally competent care and fear of family and culture-based addiction stigma act as barriers discouraging youth from seeking out addiction support. To resolve addiction challenges amidst immigrant youth, future research should focus on promoting and implementing culturally sensitive practices and psychoeducational initiatives into immigrant communities and within public health policies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=approaches" title="approaches">approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers" title=" barriers"> barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=drug%20abuse" title=" drug abuse"> drug abuse</a>, <a href="https://publications.waset.org/abstracts/search?q=Canada" title=" Canada"> Canada</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrant%20youth" title=" immigrant youth"> immigrant youth</a>, <a href="https://publications.waset.org/abstracts/search?q=reasons" title=" reasons"> reasons</a> </p> <a href="https://publications.waset.org/abstracts/140539/drug-abuse-among-immigrant-youth-in-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140539.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3192</span> Adaptation Experience of Russian-Speaking Immigrants in Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Uliana%20Morozovskaia">Uliana Morozovskaia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Immigrants in any country undergo an acculturation process which, in other words, means adaptation to other cultures. It can be divided into four strategies: integration (when an immigrant support home and host culture and language), assimilation (supporting only host culture and language), separation (supporting only home culture and language), and marginalization (an immigrant has no interest in supporting none of the cultures or languages). Canada has experienced a rise in the number of Russian speakers who are immigrating to Canada in the last couple of years. Although there are some studies on Russian-speaking immigrants, a small percentage of them have been focusing on their immigration experience in Canada. This is why the present study aimed to analyze the acculturation experience that Russian-speaking immigrants have when they move to Canada. One hundred participants have been surveyed on SurveyMonkey. They have been asked to share their life experience and opinion about their adaptation process, self-identity in terms of language use and cultural feelings, language preferences, and others. The results showed that Russian-speaking immigrants can successfully adapt to Canadian culture and society, and many of them feel at home being in their host country. Interestingly, such feelings have appeared after they spent some years in Canada. The study also found out that after the immigration, participants were more likely to focus on Canada’s official languages (English and/or French). However, when they became comfortable with the lifestyle and the language, they switched their attention to Russian language maintenance and home culture preservation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acculturation" title="acculturation">acculturation</a>, <a href="https://publications.waset.org/abstracts/search?q=Russian-speaking%20immigrants" title=" Russian-speaking immigrants"> Russian-speaking immigrants</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation" title=" adaptation"> adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=Canada" title=" Canada"> Canada</a>, <a href="https://publications.waset.org/abstracts/search?q=immigration" title=" immigration"> immigration</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue%20preservation" title=" mother tongue preservation"> mother tongue preservation</a> </p> <a href="https://publications.waset.org/abstracts/150470/adaptation-experience-of-russian-speaking-immigrants-in-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150470.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3191</span> Immigrant Workers’ Perspectives of Occupational Health and Safety and Work Conditions that Challenge Work Safety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janki%20Shankar">Janki Shankar</a>, <a href="https://publications.waset.org/abstracts/search?q=Shu-Ping%20Chen"> Shu-Ping Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This Canadian study explored the perspectives of recent immigrant workers regarding occupational health and safety (OHS) and workplace conditions that increase workers’ vulnerability to sustaining injury or illness. Using an interpretive research approach and semi structured qualitative interviews, 42 recent immigrant workers from a range of industries operating in two cities in a province in Canada were interviewed. A constant comparative approach was used to identify key themes across the workers’ experiences. The findings revealed that these workers have an incomplete understanding of OHS. In many workplaces, poor job training, little worker support, lack of power in the workplace, and a poor workplace safety culture make it difficult for recent immigrant workers to acquire OHS information and implement safe work practices. This study proposes workplace policies and practices that will improve worker OHS awareness and make workplaces safer for immigrant workers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20immigrant%20workers" title="new immigrant workers">new immigrant workers</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20health%20and%20safety" title=" occupational health and safety"> occupational health and safety</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20challenges" title=" workplace challenges"> workplace challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a> </p> <a href="https://publications.waset.org/abstracts/150688/immigrant-workers-perspectives-of-occupational-health-and-safety-and-work-conditions-that-challenge-work-safety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3190</span> Aging Among Older Immigrant Women</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michele%20Charpentier">Michele Charpentier</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examines the experiences of aging of older immigrant women. The data are based on qualitative research that was conducted in Quebec/Canada with 83 elderly women from different ethno-cultural backgrounds (Arab, African, Haitian, Japanese, Chinese, Portuguese, Romanian, etc.). The results on how such immigrant women deal with material conditions of existence such as deskilling, aging alone, being more economically independent and the combined effects of liberation from social and family norms associated with age and gender in the light of the migration route, will be presented. For the majority, migration opened up possibilities for personal development and self-affirmation. The findings demonstrated the relevance of the intersectional approach in understanding the complexity and social conditionings of women’s experiences of aging. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=older%20immigrant%20women" title="older immigrant women">older immigrant women</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a>, <a href="https://publications.waset.org/abstracts/search?q=experiences%20of%20aging" title=" experiences of aging"> experiences of aging</a>, <a href="https://publications.waset.org/abstracts/search?q=intersectional%20approach" title=" intersectional approach"> intersectional approach</a> </p> <a href="https://publications.waset.org/abstracts/178996/aging-among-older-immigrant-women" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178996.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">51</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3189</span> Post Injury Experiences of New Immigrant Workers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janki%20Shankar">Janki Shankar</a>, <a href="https://publications.waset.org/abstracts/search?q=Shu%20Ping%20Chen"> Shu Ping Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: New immigrants are one of most vulnerable sections of the Canadian society. Unable to gain entry into Canada’s strictly regulated professions and trades, several skilled and qualified new immigrants take up precarious jobs without adequate occupational health and safety training, thereby increasing their risk of sustaining occupational injury and illness compared to Canadian born workers. Access to timely and appropriate support is critical for injured new immigrant workers who face additional challenges compared to Canadian born workers in accessing information and support post-injury. The purpose of our study was to explore the post-injury experiences and support needs of new immigrant workers who have sustained work-related injuries. Methods: Using an interpretive research approach and semi structured face to face qualitative interviews, 27 new immigrant workers from a range of industries operating in two cities in a province in Canada were interviewed. All had sustained work-related injuries and reported these to their work supervisors. A constant comparative approach was used to identify key themes across the worker experiences. Results: Findings reveal several factors that can shape the experiences of new immigrant workers and influence their return-to-work outcomes. Conclusion: Based on the insights of study participants, policies, practices, and potential interventions informed by their needs and preferences are proposed that can improve return to work outcomes for these workers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20immigrant%20workers" title="new immigrant workers">new immigrant workers</a>, <a href="https://publications.waset.org/abstracts/search?q=post-injury%20experiences" title=" post-injury experiences"> post-injury experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=return%20to%20work%20outcomes" title=" return to work outcomes"> return to work outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=qualified" title=" qualified"> qualified</a> </p> <a href="https://publications.waset.org/abstracts/152103/post-injury-experiences-of-new-immigrant-workers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3188</span> Exploring Labor Market Participation of Highly Skilled Immigrant Women in the United States: Barriers and Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yurdum%20Cokadar">Yurdum Cokadar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The United States is the country where the majority of highly skilled immigrants are hosted. Two-thirds of foreign-born migrants from Turkey - an underrepresented and understudied immigrant group in the United States - are highly skilled. Generated by the aim of filling this gap in the literature, the motivation of this research is to understand highly skilled Turkish immigrant women’s integration into the U.S. labor market, including barriers that they face and strategies they develop to rebuild their career after relocation. The in-depth interviews of 20 highly skilled Turkish women residing in the U.S. revealed that the majority of women participants are either not integrated into the labor market, occupy positions below their skill, or cannot reach the same upper segments of the labor market in the host country, arising from a range of structural and personal barriers interplaying in their career trajectories. Furthermore, many of them cannot transfer their social and cultural capital gained in their home country into the United States. The labor market participation process of these women is analyzed in the light of Bourdieu’s theory of capital and the intersectional approach of gender, class and ethnicity in order to understand the positions of highly skilled immigrant women in the host country labor market. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deskilling" title="deskilling">deskilling</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20and%20ethnicity" title=" class and ethnicity"> class and ethnicity</a>, <a href="https://publications.waset.org/abstracts/search?q=highly%20skilled%20women%20immigrants" title=" highly skilled women immigrants"> highly skilled women immigrants</a>, <a href="https://publications.waset.org/abstracts/search?q=integration%20into%20the%20U.S.%20the%20labor%20market" title=" integration into the U.S. the labor market"> integration into the U.S. the labor market</a>, <a href="https://publications.waset.org/abstracts/search?q=labor%20market%20participation" title=" labor market participation"> labor market participation</a>, <a href="https://publications.waset.org/abstracts/search?q=skilled%20migration" title=" skilled migration"> skilled migration</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20capital" title=" theory of capital"> theory of capital</a> </p> <a href="https://publications.waset.org/abstracts/141344/exploring-labor-market-participation-of-highly-skilled-immigrant-women-in-the-united-states-barriers-and-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141344.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3187</span> Efficacy of Social-emotional Learning Programs Amongst First-generation Immigrant Children in Canada and The United States- A Scoping Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Gabrielle%20%22Abby%22%20Dalmacio">Maria Gabrielle "Abby" Dalmacio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social-emotional learning is a concept that is garnering more importance when considering the development of young children. The aim of this scoping literature review is to explore the implementation of social-emotional learning programs conducted with first-generation immigrant young children ages 3-12 years in North America. This review of literature focuses on social-emotional learning programs taking place in early childhood education centres and elementary school settings that include the first-generation immigrant children population to determine if and how their understanding of social-emotional learning skills may be impacted by the curriculum being taught through North American educational pedagogy. Research on early childhood education and social-emotional learning reveals the lack of inter-cultural adaptability in social emotional learning programs and the potential for immigrant children as being assessed as developmentally delayed due to programs being conducted through standardized North American curricula. The results of this review point to a need for more research to be conducted with first-generation immigrant children to help reform social-emotional learning programs to be conducive for each child’s individual development. There remains to be a gap of knowledge in the current literature on social-emotional learning programs and how educators can effectively incorporate the intercultural perspectives of first-generation immigrant children in early childhood education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title="early childhood education">early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=social-emotional%20learning" title=" social-emotional learning"> social-emotional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=first-generation%20immigrant%20children" title=" first-generation immigrant children"> first-generation immigrant children</a>, <a href="https://publications.waset.org/abstracts/search?q=north%20america" title=" north america"> north america</a>, <a href="https://publications.waset.org/abstracts/search?q=inter-cultural%20perspectives" title=" inter-cultural perspectives"> inter-cultural perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20diversity" title=" cultural diversity"> cultural diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20educational%20frameworks" title=" early educational frameworks"> early educational frameworks</a> </p> <a href="https://publications.waset.org/abstracts/173802/efficacy-of-social-emotional-learning-programs-amongst-first-generation-immigrant-children-in-canada-and-the-united-states-a-scoping-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173802.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3186</span> The Relationships Between Citizenship Acquisition and Ethnic Identity of Immigrant Women in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuan-Yu%20Chiang">Yuan-Yu Chiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Han%20Tseng"> Yu-Han Tseng</a>, <a href="https://publications.waset.org/abstracts/search?q=Chin-Chen%20Wen"> Chin-Chen Wen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many southeast-Asia women migrate to Taiwan by marriage, and it usually takes 4 to 8 years for them to acquire Taiwanese citizenship. This study investigates the relationships between their citizenship acquisition and whether they develop Taiwanese identities. One hundred and ninety-two immigrant women were measured using Multigroup Ethnic Identity Measure-Revised and a global 10-point ethnic identity question. Correlation tests and hierarchical regression were performed to explore whether acquiring citizenship would help immigrant women to develop Taiwanese identities. The results revealed that citizenship acquisition does help immigrant women to identify with Taiwanese society symbolically. However, the results also indicated that acquiring citizenship would not help these immigrant women become involved in deeper cultural exploration of Taiwan nor would it encourage them to make commitments to the host society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=immigrants" title="immigrants">immigrants</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20marriage" title=" international marriage"> international marriage</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20identity" title=" ethnic identity"> ethnic identity</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwan" title=" Taiwan"> Taiwan</a> </p> <a href="https://publications.waset.org/abstracts/9488/the-relationships-between-citizenship-acquisition-and-ethnic-identity-of-immigrant-women-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9488.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">418</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3185</span> The ‘Accompanying Spouse Dependent Visa Status’: Challenges and Constraints Faced by Zimbabwean Immigrant Women in Integration into South Africa’s Formal Labour Market</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rujeko%20Samanthia%20Chimukuche">Rujeko Samanthia Chimukuche</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Transboundary migration at both regional and continental levels has become the defining feature of the 21st century. The recent global migration crisis due to economic strife and war brings back to the fore an old age problem, but with fresh challenges. Migration and forced displacement are issues that require long-term solutions. In South Africa, for example, whilst much attention has been placed on xenophobic attacks and other issues at the nexus of immigrant and indigenous communities, the limited focus has been placed on the integration, specifically formal labour integration of immigrant communities and the gender inequalities that are prevalent. Despite noble efforts by South Africa, hosting several immigrants, several challenges arise in integrating the migrants into society as it is often difficult to harmonize the interests of indigenous communities and those of foreign nationals. This research study has aimed to fill in the gaps by analyzing how stringent immigration and visa regulations prevent skilled migrant women spouses from employment, which often results in several societal vices, including domestic abuse, minimum or no access to important services such as healthcare, education, social welfare among others. Methods: Using a qualitative approach, the study analyzed South Africa migration and labour policies in terms of mainstreaming the gender needs of skilled migrant women. Secondly, the study highlighted the migratory experiences and constraints of skilled Zimbabwean women migrant spouses in South Africa labour integration. The experiences of these women have shown the gender inequalities of the migratory policies. Thirdly, Zimbabwean women's opportunities and/or challenges in integration into the South African formal labour market were explored. Lastly, practical interventions to support the integration of skilled migrant women spouses into South Africa’s formal labour market were suggested. Findings: Key findings show that gender dynamics are pivotal in migration patterns and the mainstreaming of gender in migration policies. This study, therefore, contributed to the fields of gender and migration by examining ways in which gender rights of skilled migrant women spouses can be incorporated in labour integration policy making. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accompanying%20spouse%20visa" title="accompanying spouse visa">accompanying spouse visa</a>, <a href="https://publications.waset.org/abstracts/search?q=gender-migration" title=" gender-migration"> gender-migration</a>, <a href="https://publications.waset.org/abstracts/search?q=labour-integration" title=" labour-integration"> labour-integration</a>, <a href="https://publications.waset.org/abstracts/search?q=Zimbabwean%20women" title=" Zimbabwean women"> Zimbabwean women</a> </p> <a href="https://publications.waset.org/abstracts/117349/the-accompanying-spouse-dependent-visa-status-challenges-and-constraints-faced-by-zimbabwean-immigrant-women-in-integration-into-south-africas-formal-labour-market" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117349.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3184</span> A Case Study in Montreal: Strategies Implemented by Immigrant Parents to Support Their Child's Educational and Academic Success: Managing Distance between School in the Country of Origin and School in the Host Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9e%20Charette">Josée Charette</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The academic and educational success of immigrant students is a current issue in education, especially in western societies such in the province of Quebec, in Canada. For people who immigrate with school-age children, the success of the family’s migratory project is often measured by the benefits drawn by children from the educational institutions of their host society. In order to support the academic achievement of their children, immigrant parents try to develop practices that derive from their representations of school and related challenges inspired by the socio-cultural context of their country of origin. These findings lead us to the following question: How does strategies implemented by immigrant parents to manage the representational distance between school of their country of origin and school of the host society support or not the academic and educational success of their child? In the context of a qualitative exploratory approach, we have made interviews in the French-, English- and Spanish-languages with 32 newly immigrated parents and 10 of their children. Parents were invited to complete a network of free associations about «School in Quebec» as a premise for the interview. The objective of this communication is to present strategies implemented by immigrant parents to manage the distance between their representations of schools in their country of origin and in the host society, and to explore the influence of this management on their child’s academic and educational trajectories. Data analysis led us to develop various types of strategies, such as continuity, adaptation, resources mobilization, compensation and "return to basics" strategies. These strategies seem to be part of a continuum from oppositional-conflict scenario, in which parental strategies act as a risk factor, to conciliator-integrator scenario, in which parental strategies act as a protective factor for immigrant students’ academic and educational success. In conclusion, we believe that our research helps in providing a more efficient support to immigrant parents and contributes to develop a wider portrait of immigrant students’ academic achievement. In addition, we think that by improving the experience of immigrant families in Quebec schools, a greater number of migratory projects will be effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=immigrant%20students" title="immigrant students">immigrant students</a>, <a href="https://publications.waset.org/abstracts/search?q=family%E2%80%99s%20migratory%20project" title=" family’s migratory project"> family’s migratory project</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20of%20origin%20and%20school%20of%20host%20society" title=" school of origin and school of host society"> school of origin and school of host society</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrants%20parental%20strategies" title=" immigrants parental strategies"> immigrants parental strategies</a> </p> <a href="https://publications.waset.org/abstracts/22486/a-case-study-in-montreal-strategies-implemented-by-immigrant-parents-to-support-their-childs-educational-and-academic-success-managing-distance-between-school-in-the-country-of-origin-and-school-in-the-host-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22486.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">444</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3183</span> Not Suitable for Repatriation nor Refugee Status: How Undocumented Immigrant Women Survives Street Policing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angel%20Mabudusha">Angel Mabudusha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impression created by the high volume of foreign nationals being deported by the South African Home Affairs and the police departments is that all undocumented foreign nationals insist on staying in South Africa and voluntary repatriation is open for every person. However, those foreign nationals whose request for deportation has been rejected are often not reported on especially their everyday survival as undocumented immigrant women and their encounter with the police on the street. As a result, this paper aims at exploring the everyday experiences of these women on the street and on why the number of undocumented immigrant women in this country will remain a challenge to the police department. The research was conducted in two cities in South Africa, namely: Johannesburg and Pretoria where the police, the undocumented immigrant women, the human rights lawyers and NGO officials were interviewed on this matter. Based on the idea that voluntary repatriation is open for every immigrant, this study has found that some women’ request for voluntary repatriation remain a dream that never came true. Furthermore, this article proposes more humanitarian ways of dealing with undocumented immigrant women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=repatriation" title="repatriation">repatriation</a>, <a href="https://publications.waset.org/abstracts/search?q=refugee%20status" title=" refugee status"> refugee status</a>, <a href="https://publications.waset.org/abstracts/search?q=undocumented%20foreign%20nationals" title=" undocumented foreign nationals"> undocumented foreign nationals</a>, <a href="https://publications.waset.org/abstracts/search?q=humanitarian" title=" humanitarian"> humanitarian</a> </p> <a href="https://publications.waset.org/abstracts/26187/not-suitable-for-repatriation-nor-refugee-status-how-undocumented-immigrant-women-survives-street-policing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26187.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">414</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3182</span> Integration problems of Dutch-Turkish Youngsters: A Qualitative Research </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ozge%20Karayal%C3%A7in">Ozge Karayalçin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study tries to find out the reasons for the integration problems of third generation Dutch-Turkish youngsters by particularly focusing on the socio-cultural and socio-economic situations of these people in the Netherlands. The results obtained from the field research are summed up under four sections. These four sections are education and language, labour market, cultural factors, religion, and nationality. The underlying reasons of the integration problems are reflected from two different perspectives. The first one is the effects of social and economic enforcements implemented on the Turkish immigrant society. The second one is the traditional Turkish values that are quite different from Dutch values. The problems experienced by third generation Turkish origin Dutch youngsters are not one-sided. To conclude, solution-oriented advisements are asserted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acculturation%20levels" title="acculturation levels">acculturation levels</a>, <a href="https://publications.waset.org/abstracts/search?q=Dutch-Turkish%20youngsters" title=" Dutch-Turkish youngsters"> Dutch-Turkish youngsters</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=transnational%20migrants" title=" transnational migrants"> transnational migrants</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20conflicts" title=" identity conflicts"> identity conflicts</a> </p> <a href="https://publications.waset.org/abstracts/41368/integration-problems-of-dutch-turkish-youngsters-a-qualitative-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41368.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">420</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3181</span> Does One Size Fit All: Immigrant Youths, Bullying and Peer-Aggression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shila%20Khayambashi">Shila Khayambashi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For the past few decades, Western researchers studied different youth issues, such as bullying, peer-aggression, depression, self-harm, and suicide, in a formulated and standardized manner. These researchers have grounded their studies upon a series of introduced characteristics and traits, which pragmatically defined the action of the individuals involved in these activities (Olweus, 1994). The phenomena of bullying and peer-aggression have touched the lives of many immigrant youths, as well. However, in the case of these immigrant young adults, the Police investigated, and later dismissed, the victims’ involvement in drugs and gangs’ activities, instead of questioning the possibility of the peer-aggression. This paper argues that neither government officials nor school personnel has ever investigated any cyber-documentation which would clarify these youth’s untimely deaths or search for any indication of peer-aggression at school. Through my ongoing research, I will problematize the Eurocentric definition of bullying and its limitations. I question the assumed universality of these definitions’ characteristics and their lack of minority representation. This research questions explicitly the positionality of the displaced youth within the promised multiculturality of Canada. I will ask: Does one size fit all, considering the bio-psycho-socio-economic differences between the Eastern and the Western worlds? More importantly, how does the epidemy of the communicative devices, like smartphones, and communicative apps, like Twitter and Snapchats, facilitate or hinder peer-aggression for the displaced youths? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bullying" title="Bullying ">Bullying </a>, <a href="https://publications.waset.org/abstracts/search?q=Immigrant%20youths" title=" Immigrant youths"> Immigrant youths</a>, <a href="https://publications.waset.org/abstracts/search?q=Peer%20aggression" title=" Peer aggression"> Peer aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=Minority%20population" title=" Minority population"> Minority population</a> </p> <a href="https://publications.waset.org/abstracts/120295/does-one-size-fit-all-immigrant-youths-bullying-and-peer-aggression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120295.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3180</span> Smashed Mirror: Immigrant Students’ Constructions of South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vandeyar%20Saloshna">Vandeyar Saloshna</a>, <a href="https://publications.waset.org/abstracts/search?q=Vandeyar%20Hirusellvan"> Vandeyar Hirusellvan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The image of post-apartheid South African Society that is reflected in the social mirror of the world is largely one of hope, faith, and aspiration. But is this reality? Utilizing social constructivism, case study approach and narrative inquiry, this chapter set out to explore the reflection of South African students from the lens of immigrant students. The picture that unfolds is troublesome in its negativity. In this chapter, we establish in detail what this picture is about and what implications it holds for South African Society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=immigrant%20students" title="immigrant students">immigrant students</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20mirror" title=" social mirror"> social mirror</a>, <a href="https://publications.waset.org/abstracts/search?q=xenophobia" title=" xenophobia"> xenophobia</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20formation" title=" identity formation"> identity formation</a>, <a href="https://publications.waset.org/abstracts/search?q=makwerekwere" title=" makwerekwere"> makwerekwere</a>, <a href="https://publications.waset.org/abstracts/search?q=expectations" title=" expectations"> expectations</a> </p> <a href="https://publications.waset.org/abstracts/3111/smashed-mirror-immigrant-students-constructions-of-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3111.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3179</span> Supports for Student Learning Program: Exploring the Educational Terrain of Newcomer and Refugee Students in Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edward%20Shizha">Edward Shizha</a>, <a href="https://publications.waset.org/abstracts/search?q=Edward%20Makwarimba"> Edward Makwarimba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This literature review explores current research on the educational strengths and barriers of newcomer and refugee youth in Canada. Canada’s shift in immigration policy in the past three decades, from Europe to Asian and African countries as source continents of recent immigrants to Canada, has tremendously increased the ethnic, linguistic, cultural and religious diversity of the population, including that of students in its education system. Over 18% of the country’s population was born in another country, of which 70% are visible minorities. There has been an increase in admitted immigrants and refugees, with a total of 226,203 between July 2020 and June 2021. Newcomer parents and their children in all major destination countries, including Canada, face tremendous challenges, including racism and discrimination, lack of English language skills, poverty, income inequality, unemployment, and underemployment. They face additional challenges, including discrimination against those who cannot speak the official languages, English or French. The severity of the challenges depends on several intersectional factors, including immigrant status (asylum seeker, refugee, or immigrant), age, gender, level of education and others. Through the lens of intersectionality as an explanatory perspective, this literature review examines the educational attainment and outcomes of newcomer and refugee youth in Canada in order to understand their educational needs, educational barriers and strengths. Newcomer youths’ experiences are shaped by numerous intersectional and interconnected sociocultural, sociopolitical, and socioeconomic factors—including gender, migration status, racialized status, ethnicity, socioeconomic class, sexual minority status, age, race—that produce and perpetuate their disadvantage. According to research, immigrants and refugees from visible minority ethnic backgrounds experience exclusions more than newcomers from other backgrounds and groups from the mainstream population. For many immigrant parents, migration provides financial and educational opportunities for their children. Yet, when attending school, newcomer and refugee youth face unique challenges related to racism and discrimination, negative attitudes and stereotypes from teachers and other school authorities, language learning and proficiency, differing levels of acculturation, and different cultural views of the role of parents in relation to teachers and school, and unfamiliarity with the social or school context in Canada. Recognizing discrepancies in educational attainment of newcomer and refugee youth based on their race and immigrant status, the paper develops insights into existing research and data gaps related to educational strengths and challenges for visible minority newcomer youth in Canada. The paper concludes that the educational successes or failures of the newcomer and refugee youth and their settlement and integration into the school system in Canada may depend on where their families settle, the attitudes of the host community and the school officials (teachers, guidance counsellors and school administrators) after-school support programs and their own set of coping mechanisms. Conceivably a unique approach to after-school programming should provide learning supports and opportunities that consider newcomer and refugee youth’s needs, experiences, backgrounds and circumstances. This support is likely to translate into significant academic and psychological well-being of newcomer students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deficit%20discourse" title="deficit discourse">deficit discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=discrimination" title=" discrimination"> discrimination</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20outcomes" title=" educational outcomes"> educational outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=newcomer%20and%20refugee%20youth" title=" newcomer and refugee youth"> newcomer and refugee youth</a>, <a href="https://publications.waset.org/abstracts/search?q=racism" title=" racism"> racism</a>, <a href="https://publications.waset.org/abstracts/search?q=strength-based%20approach" title=" strength-based approach"> strength-based approach</a>, <a href="https://publications.waset.org/abstracts/search?q=whiteness" title=" whiteness"> whiteness</a> </p> <a href="https://publications.waset.org/abstracts/172694/supports-for-student-learning-program-exploring-the-educational-terrain-of-newcomer-and-refugee-students-in-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172694.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3178</span> Analyzing the Technology Affecting on the Social Integration of Students at University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujit%20K.%20Basak">Sujit K. Basak</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20Collin"> Simon Collin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to examine the technology access and use on the affecting social integration of local students at university. This aim is achieved by designing a structural equation modeling (SEM) in terms of integration with peers, integration with faculty, faculty support and on the other hand, examining the socio demographic impact on the technology access and use. The collected data were analyzed using the WarpPLS 5.0 software. This study was survey based and it was conducted at a public university in Canada. The results of the study indicated that technology has a strong impact on integration with faculty, faculty support, but technology does not have an impact on integration with peers. However, the social demographic has also an impact on the technology access and use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty" title="faculty">faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=peer" title=" peer"> peer</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20access%20and%20use" title=" technology access and use"> technology access and use</a> </p> <a href="https://publications.waset.org/abstracts/47248/analyzing-the-technology-affecting-on-the-social-integration-of-students-at-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">512</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3177</span> Psycho-Social Consequences of Gynecological Health Disparities among Immigrant Women in the USA: An Integrative Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khadiza%20Akter">Khadiza Akter</a>, <a href="https://publications.waset.org/abstracts/search?q=Tammy%20Greer"> Tammy Greer</a>, <a href="https://publications.waset.org/abstracts/search?q=Raegan%20Bishop"> Raegan Bishop</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An in-depth study of the psycho-social effects of gynecological health disparities among immigrant women in the USA is the goal of this integrative review paper. Immigrant women frequently encounter unique obstacles that have severe psycho-social repercussions when it comes to receiving high-quality gynecological treatment. The review investigates the interaction of psychological, sociological, and health factors that affect the psycho-social effects that immigrant women experience in recognition of the significance of addressing these imbalances. The difficulties that immigrant women face in providing high-quality gynecological treatment in the USA are examined in this study. These difficulties are caused by a variety of psychological issues, including acculturation stress and stigma, as well as by social problems like prejudice, language hurdles, and cultural norms. Additionally, variations in healthcare access and affordability have a role. This study highlights the particular challenges that immigrant women have in receiving high-quality gynecological treatment in the United States. These difficulties are caused by both social problems like language obstacles, cultural norms, and biases, as well as psychological ones like acculturation stress and stigma. Additionally, variations in gynecological care for immigrant women are greatly influenced by variances in healthcare availability and price. To find pertinent research looking at the psychological effects of gynecological health disparities among immigrant women in the USA, a thorough search of numerous databases was done. Numerous approaches, including mixed, quantitative, and qualitative ones, were used in the studies. The important findings from various investigations were extracted and synthesized after they underwent a careful evaluation. In order to lessen these discrepancies and enhance the overall well-being of immigrant women, healthcare professionals, legislators, and researchers must collaborate to create specialized treatments, regulations, and health system reforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20barriers" title="cultural barriers">cultural barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=gynecological%20health%20disparities" title=" gynecological health disparities"> gynecological health disparities</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20care%20access" title=" health care access"> health care access</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrant%20women" title=" immigrant women"> immigrant women</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=psycho-social%20consequences" title=" psycho-social consequences"> psycho-social consequences</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20stigma" title=" social stigma"> social stigma</a> </p> <a href="https://publications.waset.org/abstracts/168464/psycho-social-consequences-of-gynecological-health-disparities-among-immigrant-women-in-the-usa-an-integrative-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168464.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3176</span> The Psychological Effect of Emotional Demands and Discrimination, and the Role of Job Resources among Asian Immigrant Microbusiness Owners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Il-Ho%20Kim">Il-Ho Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Noh"> Samuel Noh</a>, <a href="https://publications.waset.org/abstracts/search?q=Kwame%20McKenzie"> Kwame McKenzie</a>, <a href="https://publications.waset.org/abstracts/search?q=Cyu-Chul%20Choi"> Cyu-Chul Choi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many members of immigrant minorities choose to operate microbusinesses that involve emotionally taxing interactions with customers and discriminatory exposures in the workplace. This study investigated the psychological risks of emotional demands and discrimination as well as the buffering roles of two types of job resources (job autonomy and job security) among immigrant microbusiness owners (MBOs). Data were derived from a cross-sectional survey of 550 Korean immigrant MBOs, aged 30 to 70, living in Toronto and its surrounding areas. Face-to-face interviews were conducted between March and November 2013. Results showed that emotional suppression and discrimination were positively associated with depressive symptoms. However, the direct effect of positive emotional demands was insignificant. For job resources, the beneficial effect of job security on depressive symptom was apparent, but the effect of job autonomy was trivial. Regarding the moderating effect, job security buffered the psychological harm of both emotional suppression and workplace discrimination. Although job autonomy buffered the link between discrimination and depressive symptoms, the buffering effect of job autonomy on the emotional suppression-depression link was insignificant. This study’s finding implies that emotional demands and workplace discrimination seem to be important factors in contributing to occupational psychological problems, but the psychological impact can differ according to the types of emotional demands and job resources among immigrant MBOs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=immigrant%20microbusiness%20owners" title="immigrant microbusiness owners">immigrant microbusiness owners</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20demands" title=" emotional demands"> emotional demands</a>, <a href="https://publications.waset.org/abstracts/search?q=discrimination" title=" discrimination"> discrimination</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20resources" title=" job resources"> job resources</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a> </p> <a href="https://publications.waset.org/abstracts/79255/the-psychological-effect-of-emotional-demands-and-discrimination-and-the-role-of-job-resources-among-asian-immigrant-microbusiness-owners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79255.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3175</span> The Social Justice of Movement: Undocumented Immigrant Coalitions in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Libia%20Jim%C3%A9nez%20Ch%C3%A1vez">Libia Jiménez Chávez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is a study of freedom riders and their courageous journey for civil rights, but the year was not 1961. It was 2003. This paper chronicles the emergence of a new civil rights movement for immigrant rights through an oral history of the 2003 U.S. Immigrant Workers Freedom Ride (IWFR). During the height of the post-9/11 immigrant repression, a bloc of organizations inspired by the Civil Rights Movement of the 1960s mobilized 900 multinational immigrants and their allies in the fight for legal status, labor protections, family reunification, and civil rights. The activists visited over 100 U.S. cities, met with Congressional leaders in the nation’s capital, and led a rally of over 50,000 people in New York City. This unified effort set the groundwork for the national May Day immigration protests of 2006. Movements can be characterized in two distinct ways: physical movement and social movements. In the past, historians have considered immigrants both as people and as participants in social movements. In contrast, studies of recent migrants tend to say little about their involvement in immigrant political mobilizations. The dominant literature on immigration portrays immigrants as objects of exclusion, border enforcement, detention, and deportation instead of strategic political actors. This paper aims to change this perception. It considers the Freedom Riders both as immigrants who were literally on the move and as participants in a social movement. Through interviews with participants and archival video footage housed at the University of California Los Angeles, it is possible to study this mobile protest as a movement. This contemporary immigrant struggle is an opportunity to explore the makeup and development of a heterogenous immigrant coalition and consider the relationship between population movements and social justice. In addition to oral histories and archival research, the study will utilize social movement literature, U.S. immigration and labor history, and Undocumented Critical Theory to expand the historiography of immigrant social movements in America. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civil%20rights" title="civil rights">civil rights</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrant%20social%20movements" title=" immigrant social movements"> immigrant social movements</a>, <a href="https://publications.waset.org/abstracts/search?q=undocumented%20communities" title=" undocumented communities"> undocumented communities</a>, <a href="https://publications.waset.org/abstracts/search?q=undocumented%20critical%20theory" title=" undocumented critical theory"> undocumented critical theory</a> </p> <a href="https://publications.waset.org/abstracts/146738/the-social-justice-of-movement-undocumented-immigrant-coalitions-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146738.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3174</span> A Qualitative Exploration of How Brazilian Immigrant Mothers Living in the United States Obtain Information about Physical Activity and Screen-Viewing for Their Young Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Cristina%20Lindsay">Ana Cristina Lindsay</a>, <a href="https://publications.waset.org/abstracts/search?q=Mary%20L.%20Greaney"> Mary L. Greaney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Racial/ethnic minority children of low-income immigrant families remain at increased risk of obesity. Consistent with high rates of childhood obesity among racial/ethnic minority children are high rates of physical inactivity and increased levels of sedentary behaviors (e.g., TV and other screen viewing). Brazilians comprise a fast-growing immigrant population group in the US, yet little research has focused on the health issues affecting Brazilian immigrant children. The purpose of this qualitative study was to explore how Brazilian-born immigrant mothers living in the United States obtain information about physical activity and screen-time for their young children. Methods: Qualitative research including focus groups with Brazilian immigrant mothers of preschool-age children living in the U.S. Results: Results revealed that Brazilian immigrant mothers obtain information on young children’s physical activity and screen-time from a variety of sources including interpersonal communication, television and magazines, government health care programs (WIC program) and professionals (e.g., nurses and pediatricians). A noteworthy finding is the significant role of foreign information sources (Brazilian TV shows and magazines) on mothers’ access to information about these early behaviors. Future research is needed to quantify and better understanding Brazilian parents’ access to accurate and sound information related to young children’s physical activity and screen-viewing behaviors. Conclusions: To our knowledge, no existing research has examined how Brazilian immigrant mothers living in the United States obtain information about these behaviors. This information is crucial for the design of culturally appropriate early childhood obesity prevention interventions tailored to the specific needs of this ethnic group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title="physical activity">physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=scree-time" title=" scree-time"> scree-time</a>, <a href="https://publications.waset.org/abstracts/search?q=information" title=" information"> information</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrant" title=" immigrant"> immigrant</a>, <a href="https://publications.waset.org/abstracts/search?q=mothers" title=" mothers"> mothers</a>, <a href="https://publications.waset.org/abstracts/search?q=Brazilian" title=" Brazilian"> Brazilian</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20States" title=" United States"> United States</a> </p> <a href="https://publications.waset.org/abstracts/76543/a-qualitative-exploration-of-how-brazilian-immigrant-mothers-living-in-the-united-states-obtain-information-about-physical-activity-and-screen-viewing-for-their-young-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76543.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3173</span> Intercultural Initiatives and Canadian Bilingualism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muna%20Shafiq">Muna Shafiq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Growth in international immigration is a reflection of increased migration patterns in Canada and in other parts of the world. Canada continues to promote itself as a bilingual country, yet the bilingual French and English population numbers do not reflect this platform. Each province’s integration policies focus only on second language learning of either English or French. Moreover, since English Canadians outnumber French Canadians, maintaining, much less increasing, English-French bilingualism appears unrealistic. One solution to increasing Canadian bilingualism requires creating intercultural communication initiatives between youth in Quebec and the rest of Canada. Specifically, the focus is on active, experiential learning, where intercultural competencies develop outside traditional classroom settings. The target groups are Generation Y Millennials and Generation Z Linksters, the next generations in the career and parenthood lines. Today, Canada’s education system, like many others, must continually renegotiate lines between programs it offers its immigrant and native communities. While some purists or right-wing nationalists would disagree, the survival of bilingualism in Canada has little to do with reducing immigration. Children and youth immigrants play a valuable role in increasing Canada’s French and English speaking communities. For instance, a focus on more immersion, over core French education programs for immigrant children and youth would not only increase bilingual rates; it would develop meaningful intercultural attachments between Canadians. Moreover, a vigilant increase of funding in French immersion programs is critical, as are new initiatives that focus on experiential language learning for students in French and English language programs. A favorable argument supports the premise that other than French-speaking students in Québec and elsewhere in Canada, second and third generation immigrant students are excellent ambassadors to promote bilingualism in Canada. Most already speak another language at home and understand the value of speaking more than one language in their adopted communities. Their dialogue and participation in experiential language exchange workshops are necessary. If the proposed exchanges take place inter-provincially, the momentum to increase collective regional voices increases. This regional collectivity can unite Canadians differently than nation-targeted initiatives. The results from an experiential youth exchange organized in 2017 between students at the crossroads of Generation Y and Generation Z in Vancouver and Quebec City respectively offer a promising starting point in assessing the strength of bringing together different regional voices to promote bilingualism. Code-switching between standard, international French Vancouver students, learn in the classroom versus more regional forms of Quebec French spoken locally created regional connectivity between students. The exchange was equally rewarding for both groups. Increasing their appreciation for each other’s regional differences allowed them to contribute actively to their social and emotional development. Within a sociolinguistic frame, this proposed model of experiential learning does not focus on hands-on work experience. However, the benefits of such exchanges are as valuable as work experience initiatives developed in experiential education. Students who actively code switch between French and English in real, not simulated contexts appreciate bilingualism more meaningfully and experience its value in concrete terms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title="experiential learning">experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20emotional%20learning" title=" social and emotional learning"> social and emotional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=sociolinguistic%20code-switching" title=" sociolinguistic code-switching"> sociolinguistic code-switching</a> </p> <a href="https://publications.waset.org/abstracts/90833/intercultural-initiatives-and-canadian-bilingualism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3172</span> Integration of Immigrant Students into Local Education System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suheyla%20Demi%CC%87rkol%20Orak">Suheyla Demi̇rkol Orak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The requirement of inclusive education is one of the utmost important results of both regular and irregular immigration. The matter in the case of Syrian immigrants is even worse than the other immigrants cases in world history since a massive immigration wave has affected all world countries' socio-economic profiles. When Syrians immigrated from Syria all over the world, they aimed to survive and left behind the war, but surviving is not optional occasion without handling language-related problems. Humans exist and preserve their existence with their language. That is a matter of concern for the integration of Syrians into the hosting countries. Many countries are proceeding with various programs to integrate Syrians into the majority groups by either assimilation or adaptation policies. Turkey has got the lion's share of the Syrian immigration apple, and in the same vein with this situation, its language education system should be analyzed severely in order to come up with a perfect match program for the integration of Syrians. It aimed to generate an inclusive education model for catalyzing the integration process of immigrant Syrian students into the majority socio-economic group via overcoming the language barrier. The identity of the immigrants is prioritized. The study follows a narrative literature review, which aims to review and critique relevant literature and offers a new conceptualization derived from the previous literature. The study derives a critical localized bilingual education model. As the outcome of the narrative literature review, a bilingual education model which prioritized the identity of the target community was designed. In the present study, main bilingual education programs and most of the countries' bilingual education policies were reviewed critically and suggestions were listed for the Syrian immigrants dominantly in Turkey and suggested to be benefitted by the other countries through localizing the practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bi%2Fmultilingual%20education" title="bi/multilingual education">bi/multilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=sheltered%20education" title=" sheltered education"> sheltered education</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrants" title=" immigrants"> immigrants</a>, <a href="https://publications.waset.org/abstracts/search?q=glocalization" title=" glocalization"> glocalization</a>, <a href="https://publications.waset.org/abstracts/search?q=submersion%20program" title=" submersion program"> submersion program</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20program" title=" immersion program"> immersion program</a> </p> <a href="https://publications.waset.org/abstracts/169729/integration-of-immigrant-students-into-local-education-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169729.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3171</span> Development of Personal and Social Identity in Immigrant Deaf Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marialuisa%20Gennari">Marialuisa Gennari</a>, <a href="https://publications.waset.org/abstracts/search?q=Giancarlo%20Tamanza"> Giancarlo Tamanza</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilaria%20Montanari"> Ilaria Montanari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Identity development in adolescence is characterized by many risks and challenges, and becomes even more complex by the situation of migration and deafness. In particular, the condition of the second generation of migrant adolescents involves the comparison between the family context in which everybody speaks a language and deals with a specific culture (usually parents’ and relatives’ original culture), the social context (school, peer groups, sports groups), where a foreign language is spoken and a new culture is faced, and finally in the context of the “deaf” world. It is a dialectic involving unsolved differences that have to be treated in a discontinuous process, which will give complex outcomes and chances depending on the process of elaboration of the themes of growth and development, culture and deafness. This paper aims to underline the problems and opportunities for each issue which immigrant deaf adolescents must deal with. In particular, it will highlight the importance of a multifactorial approach for the analysis of personal resources (both intra-psychic and relational); the level of integration of the family of origin in the migration context; the elaboration of the migration event, and finally, the tractability of the condition of deafness. Some psycho-educational support objectives will be also highlighted for the identity development of deaf immigrant adolescents, with particular emphasis on the construction of the adolescents’ useful abilities to decode complex emotions, to develop self-esteem and to get critical thoughts about the inevitable attempts to build their identity. Remarkably, and of importance, the construction of flexible settings which support adolescents in a supple, “decentralized” way in order to avoid the regressive defenses that do not allow for the development of an authentic self. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=immigrant%20deaf%20adolescents" title="immigrant deaf adolescents">immigrant deaf adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20development" title=" identity development"> identity development</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20and%20social%20challenges" title=" personal and social challenges"> personal and social challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=psycho-educational%20support" title=" psycho-educational support"> psycho-educational support</a> </p> <a href="https://publications.waset.org/abstracts/45735/development-of-personal-and-social-identity-in-immigrant-deaf-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45735.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3170</span> Processes of Identity Construction for Generation 1.5 Students in Canada </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Timothy%20Mossman">Timothy Mossman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The number of adolescent children accompanying their immigrant parents to Canada has steadily increased since the 1990s. Much of the applied linguistics literature on these so-called ‘Generation 1.5’ youth has focused on their deficiencies as academic writers in US Rhetoric and Composition and ESL contexts in higher education and the stigma of ESL in US K-12 contexts. However, the literature on Generation 1.5 students and identity in Canadian higher education is limited. This qualitative study investigates the processes of identity construction of three Generation 1.5 students studying at a university in Metro Vancouver to find out what types of identities and representations of self and other they make relevant, the meanings they attribute to their identities, and what motivates them to construct these identities. The study analyzes the accounts and experiences of the participants in interviews, focus groups, and texts and as ‘culture-in-action,’ positing that they constructed identities as social categories associated with the languages and social practices of their countries of birth, in liminal spaces among a continuum between Canada and their countries of birth, and a spectrum of related cultural representations. Ideas and beliefs associated with broader ‘macro’ social structures in Canadian society related to language, culture, legitimacy, immigration, power, distinction, and racism were shown to be transcended in and through their representations of themselves and others. Data suggest that moving to Canada caused participants to experience discontinuities between their cultures, languages, and social practices, and in some cases a conflicting sense of self. The study brings implications for finding ways to understand the complexity of immigrant students, avoid reifying and generalizing about them, and not see them as stuck-in-between or lacking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture-in-action" title="culture-in-action">culture-in-action</a>, <a href="https://publications.waset.org/abstracts/search?q=generation%201.5" title=" generation 1.5"> generation 1.5</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=membership%20categorization%20analysis" title=" membership categorization analysis"> membership categorization analysis</a> </p> <a href="https://publications.waset.org/abstracts/93031/processes-of-identity-construction-for-generation-15-students-in-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93031.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3169</span> The Integration Process of Non-EU Citizens in Luxembourg: From an Empirical Approach Toward a Theoretical Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angela%20Odero">Angela Odero</a>, <a href="https://publications.waset.org/abstracts/search?q=Chrysoula%20Karathanasi"> Chrysoula Karathanasi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mich%C3%A8le%20Baumann"> Michèle Baumann</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Integration of foreign communities has been a forefront issue in Luxembourg for some time now. The country’s continued progress depends largely on the successful integration of immigrants. The aim of our study was to analyze factors which intervene in the course of integration of Non-EU citizens through the discourse of Non-EU citizens residing in Luxembourg, who have signed the Welcome and Integration Contract (CAI). The two-year contract offers integration services to assist foreigners in getting settled in the country. Semi-structured focus group discussions with 50 volunteers were held in English, French, Spanish, Serbo-Croatian or Chinese. Participants were asked to talk about their integration experiences. Recorded then transcribed, the transcriptions were analyzed with the help of NVivo 10, a qualitative analysis software. A systematic and reiterative analysis of decomposing and reconstituting was realized through (1) the identification of predetermined categories (difficulties, challenges and integration needs) (2) initial coding – the grouping together of similar ideas (3) axial coding – the regrouping of items from the initial coding in new ways in order to create sub-categories and identify other core dimensions. Our results show that intervening factors include language acquisition, professional career and socio-cultural activities or events. Each of these factors constitutes different components whose weight shifts from person to person and from situation to situation. Connecting these three emergent factors are two elements essential to the success of the immigrant’s integration – the role of time and deliberate effort from the immigrants, the community, and the formal institutions charged with helping immigrants integrate. We propose a theoretical model where the factors described may be classified in terms of how they predispose, facilitate, and / or reinforce the process towards a successful integration. Measures currently in place propose one size fits all programs yet integrative measures which target the family unit and those customized to target groups based on their needs would work best. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integration" title="integration">integration</a>, <a href="https://publications.waset.org/abstracts/search?q=integration%20services" title=" integration services"> integration services</a>, <a href="https://publications.waset.org/abstracts/search?q=non-eu%20citizens" title=" non-eu citizens"> non-eu citizens</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20analysis" title=" qualitative analysis"> qualitative analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20country%20nationals" title=" third country nationals"> third country nationals</a> </p> <a href="https://publications.waset.org/abstracts/38750/the-integration-process-of-non-eu-citizens-in-luxembourg-from-an-empirical-approach-toward-a-theoretical-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38750.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">305</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3168</span> An Informed Application of Emotionally Focused Therapy with Immigrant Couples</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reihaneh%20Mahdavishahri">Reihaneh Mahdavishahri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper provides a brief introduction to emotionally focused therapy (EFT) and its culturally sensitive and informed application when working with immigrant couples. EFT's grounding in humanistic psychology prioritizes a non-pathologizing and empathic understanding of individuals' experiences, creating a safe space for couples to explore and create new experiences without imposing judgment or prescribing the couple "the right way of interacting" with one another. EFT's emphasis on attachment, bonding, emotions, and corrective emotional experiences makes it a fitting approach to work with multicultural couples, allowing for the corrective emotional experience to be shaped and informed by the couples' unique cultural background. This paper highlights the challenges faced by immigrant couples and explores how immigration adds a complex layer to each partner’s sense of self, their attachment bond, and their sense of safety and security within their relationships. Navigating a new culture, creating a shared sense of purpose, and re-establishing emotional bonds can be daunting for immigrant couples, often leading to a deep sense of disconnection and vulnerability. Reestablishing and fostering secure attachment between the partners in the safety of the therapeutic space can be a protective factor for these couples. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment" title="attachment">attachment</a>, <a href="https://publications.waset.org/abstracts/search?q=culturally%20informed%20care" title=" culturally informed care"> culturally informed care</a>, <a href="https://publications.waset.org/abstracts/search?q=emotionally%20focused%20therapy" title=" emotionally focused therapy"> emotionally focused therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=immigration" title=" immigration"> immigration</a> </p> <a href="https://publications.waset.org/abstracts/163969/an-informed-application-of-emotionally-focused-therapy-with-immigrant-couples" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163969.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3167</span> Testing of Canadian Integrated Healthcare and Social Services Initiatives with an Evidence-Based Case Definition for Healthcare and Social Services Integrations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Cheng">S. Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Catallo"> C. Catallo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Canada's healthcare and social services systems are failing high risk, vulnerable older adults. Care for vulnerable older Canadians (65 and older) is not optimal in Canada. It does not address the care needs of vulnerable, high risk adults using a holistic approach. Given the growing aging population, and the care needs for seniors with complex conditions is one of the highest in Canada's health care system, there is a sense of urgency to optimize care. Integration of health and social services is an emerging trend in Canada when compared to European countries. There is no common and universal understanding of healthcare and social services integration within the country. Consequently, a clear understanding and definition of integrated health and social services are absent in Canada. Objectives: A study was undertaken to develop a case definition for integrated health and social care initiatives that serve older adults, which was then tested against three Canadian integrated initiatives. Methodology: A limited literature review was undertaken to identify common characteristics of integrated health and social care initiatives that serve older adults, and comprised both scientific and grey literature, in order to develop a case definition. Three Canadian integrated initiatives that are located in the province of Ontario, were identified using an online search and a screening process. They were surveyed to determine if the literature-based integration definition applied to them. Results: The literature showed that there were 24 common healthcare and social services integration characteristics that could be categorized into ten themes: 1) patient-care approach; 2) program goals; 3) measurement; 4) service and care quality; 5) accountability and responsibility; 6) information sharing; 7) Decision-making and problem-solving; 8) culture; 9) leadership; and 10) staff and professional interaction. The three initiatives showed agreement on all the integration characteristics except for those characteristics associated with healthcare and social care professional interaction, collaborative leadership and shared culture. This disagreement may be due to several reasons, including the existing governance divide between the healthcare and social services sectors within the province of Ontario that has created a ripple effect in how professions in the two different sectors interact. In addition, the three initiatives may be at maturing levels of integration, which may explain disagreement on the characteristics associated with leadership and culture. Conclusions: The development of a case definition for healthcare and social services integration that incorporates common integration characteristics can act as a useful instrument in identifying integrated healthcare and social services, particularly given the emerging and evolutionary state of this phenomenon within Canada. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Canada" title="Canada">Canada</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20definition" title=" case definition"> case definition</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20and%20social%20services%20integration" title=" healthcare and social services integration"> healthcare and social services integration</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=seniors%20health" title=" seniors health"> seniors health</a>, <a href="https://publications.waset.org/abstracts/search?q=services%20delivery" title=" services delivery"> services delivery</a> </p> <a href="https://publications.waset.org/abstracts/98987/testing-of-canadian-integrated-healthcare-and-social-services-initiatives-with-an-evidence-based-case-definition-for-healthcare-and-social-services-integrations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98987.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3166</span> Teaching Strategies and Prejudice toward Immigrant and Disabled Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Pellerone">M. Pellerone</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20G.%20Razza"> S. G. Razza</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Miano"> L. Miano</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Miccich%C3%A8"> A. Miccichè</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Adamo"> M. Adamo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The teacher’s attitude plays a decisive role in promoting the development of the non-native or disabled student and counteracting hypothetical negative attitudes and prejudice towards those who are “different”.The objective of the present research is to measure the relationship between teachers’ prejudices towards disabled and/or immigrant students as predictors of teaching-learning strategies. A cross-sectional study involved 200 Italian female teachers who completed an anamnestic questionnaire, the Assessment Teaching Scale, the Italian Modern and Classical Prejudices Scale towards people with ID, and the Pettigrew and Meertens’ Blatant Subtle Prejudice Scale. Confirming research hypotheses, data underlines the predictive role of prejudice on teaching strategies, and in particular on the socio-emotional and communicative-relational dimensions. Results underline that general training appears necessary, especially for younger generations of teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disabled%20students" title="disabled students">disabled students</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrant%20students" title=" immigrant students"> immigrant students</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20competence" title=" instructional competence"> instructional competence</a>, <a href="https://publications.waset.org/abstracts/search?q=prejudice" title=" prejudice"> prejudice</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/173397/teaching-strategies-and-prejudice-toward-immigrant-and-disabled-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173397.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3165</span> Islamic Finance: What is the Outlook for Italy?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paolo%20Pietro%20Biancone">Paolo Pietro Biancone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The spread of Islamic financial instruments is an opportunity to offer integration for the immigrant population and to attract, through the specific products, the richness of sovereign funds from the "Arab" countries. However, it is important to consider the possibility of comparing a traditional finance model, which in recent times has given rise to many doubts, with an "alternative" finance model, where the ethical aspect arising from religious principles is very important. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=banks" title="banks">banks</a>, <a href="https://publications.waset.org/abstracts/search?q=Europe" title=" Europe"> Europe</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20finance" title=" Islamic finance"> Islamic finance</a>, <a href="https://publications.waset.org/abstracts/search?q=Italy" title=" Italy"> Italy</a> </p> <a href="https://publications.waset.org/abstracts/2668/islamic-finance-what-is-the-outlook-for-italy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immigrant%20integration%20into%20Canada&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immigrant%20integration%20into%20Canada&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immigrant%20integration%20into%20Canada&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immigrant%20integration%20into%20Canada&page=5">5</a></li> <li class="page-item"><a class="page-link" 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