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students</title> <meta name="description" content="Search results for: immigrant students"> <meta name="keywords" content="immigrant students"> <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" /> </a> <button class="d-block d-lg-none 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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 students"> <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> 6272</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: immigrant students</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6272</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">6271</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">6270</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">6269</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">6268</span> Literature for Learning: Cultivating Global Competence in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=April%20Mattix%20Foster">April Mattix Foster</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathleen%20A.%20Ramos"> Kathleen A. Ramos</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Rich"> Sarah Rich</a>, <a href="https://publications.waset.org/abstracts/search?q=Rebecca%20Eisenberg"> Rebecca Eisenberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Dornan"> Lisa Dornan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the number of children from immigrant and refugee backgrounds in our schools continues to grow, the need to cultivate antiracist educators is crucial. This e-poster outlines the design of online university course modules, funded by the Longview Foundation, designed to support pre- and in-service educators in developing great awareness of, empathy for, and advocacy with immigrant and refugee students in the classroom. These modules guide educators in using children’s and adolescent literature that highlights the lived experiences of immigrant and refugee families, utilizing scaffolded reading and thinking protocols as a model for encouraging empathy and global competence in young learners. Educators reported several benefits of using the modules and curated literature, including greater awareness of the significance of diverse literature, deeper self-reflection and empathy, and stronger connections to classroom practice—ultimately benefiting both educators and their students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=antiracist" title="antiracist">antiracist</a>, <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20literature" title=" children’s literature"> children’s literature</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20competence" title=" global competence"> global competence</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-reflection" title=" self-reflection"> self-reflection</a> </p> <a href="https://publications.waset.org/abstracts/191374/literature-for-learning-cultivating-global-competence-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191374.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">25</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">6267</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">6266</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">6265</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">6264</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">6263</span> Barriers and Opportunities in Apprenticeship Training: How to Complete a Vocational Upper Secondary Qualification with Intermediate Finnish Language Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inkeri%20Jaaskelainen">Inkeri Jaaskelainen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to shed light on what is it like to study in apprenticeship training using intermediate (or even lower level) Finnish. The aim is to find out and describe these students' experiences and feelings while acquiring a profession in Finnish as it is important to understand how immigrant background adult learners learn and how their needs could be better taken into account. Many students choose apprenticeships and start vocational training while their language skills in Finnish are still very weak. At work, students should be able to simultaneously learn Finnish and do vocational studies in a noisy, demanding, and stressful environment. Learning and understanding new things is very challenging under these circumstances, and sometimes students get exhausted and experience a lot of stress - which makes learning even more difficult. Students are different from each other, and so are their ways to learn. Both duties at work and school assignments require reasonably good general language skills, and, especially at work, language skills are also a safety issue. The empirical target of this study is a group of students with an immigrant background who studied in various fields with intensive L2 support in 2016–2018 and who by now have completed a vocational upper secondary qualification. The interview material for this narrative study was collected from those who completed apprenticeship training in 2019–2020. The data collection methods used are a structured thematic interview, a questionnaire, and observational data. Interviewees with an immigrant background have an inconsistent cultural and educational background - some have completed an academic degree in their country of origin while others have learned to read and write only in Finland. The analysis of the material utilizes thematic analysis, which is used to examine learning and related experiences. Learning a language at work is very different from traditional classroom teaching. With evolving language skills, at an intermediate level at best, rushing and stressing makes it even more difficult to understand and increases the fear of failure. Constant noise, rapidly changing situations, and uncertainty undermine the learning and well-being of apprentices. According to preliminary results, apprenticeship training is well suited to the needs of an adult immigrant student. In apprenticeship training, students need a lot of support for learning and understanding a new communication and working culture. Stress can result in, e.g., fatigue, frustration, and difficulties in remembering and understanding. Apprenticeship training can be seen as a good path to working life. However, L2 support is a very important part of apprenticeship training, and it indeed helps students to believe that one day they will graduate and even get employed in their new country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apprenticeship%20training" title="apprenticeship training">apprenticeship training</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20basic%20degree" title=" vocational basic degree"> vocational basic degree</a>, <a href="https://publications.waset.org/abstracts/search?q=Finnish%20learning" title=" Finnish learning"> Finnish learning</a>, <a href="https://publications.waset.org/abstracts/search?q=wee-being" title=" wee-being"> wee-being</a> </p> <a href="https://publications.waset.org/abstracts/134129/barriers-and-opportunities-in-apprenticeship-training-how-to-complete-a-vocational-upper-secondary-qualification-with-intermediate-finnish-language-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134129.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">133</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">6262</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">6261</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">6260</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">6259</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">6258</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">6257</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">6256</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">6255</span> Multilingual Students Acting as Language Brokers in Italy: Their Points of View and Feelings towards This Activity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Federica%20Ceccoli">Federica Ceccoli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Italy is undergoing one of its largest migratory waves, and Italian schools are reporting the highest numbers of multilingual students coming from immigrant families and speaking minority languages. For these pupils, who have not perfectly acquired their mother tongue yet, learning a second language may represent a burden on their linguistic development and may have some repercussions on their school performances and relational skills. These are some of the reasons why they have turned out to be those who have the worst grades and the highest school drop-out rates. However, despite these negative outcomes, it has been demonstrated that multilingual immigrant students frequently act as translators or language brokers for their peers or family members who do not speak Italian fluently. This activity has been defined as Child Language Brokering (hereinafter CLB) and it has become a common practice especially in minority communities as immigrants’ children often learn the host language much more quickly than their parents, thus contributing to their family life by acting as language and cultural mediators. This presentation aims to analyse the data collected by a research carried out during the school year 2014-2015 in the province of Ravenna, in the Northern Italian region of Emilia-Romagna, among 126 immigrant students attending junior high schools. The purpose of the study was to analyse by means of a structured questionnaire whether multilingualism matched with language brokering experiences or not and to examine the perspectives of those students who reported having acted as translators using their linguistic knowledge to help people understand each other. The questionnaire consisted of 34 items roughly divided into 2 sections. The first section required multilingual students to provide personal details like their date and place of birth, as well as details about their families (number of siblings, parents’ jobs). In the second section, they were asked about the languages spoken in their families as well as their language brokering experience. The in-depth questionnaire sought to investigate a wide variety of brokering issues such as frequency and purpose of the activity, where, when and which documents young language brokers translate and how they feel about this practice. The results have demonstrated that CLB is a very common practice among immigrants’ children living in Ravenna and almost all students reported positive feelings when asked about their brokering experience with their families and also at school. In line with previous studies, responses to the questionnaire item regarding the people they brokered for revealed that the category ranking first is parents. Similarly, language-brokering activities tend to occur most often at home and the documents they translate the most (either orally or in writing) are notes from teachers. Such positive feelings towards this activity together with the evidence that it occurs very often in schools have laid the foundation for further projects on how this common practice may be valued and used to strengthen the linguistic skills of these multilingual immigrant students and thus their school performances. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=immigration" title="immigration">immigration</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20brokering" title=" language brokering"> language brokering</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20points%20of%20view" title=" students' points of view"> students' points of view</a> </p> <a href="https://publications.waset.org/abstracts/57231/multilingual-students-acting-as-language-brokers-in-italy-their-points-of-view-and-feelings-towards-this-activity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57231.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">179</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">6254</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">6253</span> Effects of Family Socioeconomic Status and Parental Involvement on Elementary School Students’ Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qingli%20Lei">Qingli Lei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the impact of family socioeconomic status and parental involvement on the academic performance of elementary school students, specifically focusing on migrant students in China. The findings reveal that gender has a stronger influence on academic performance compared to local status and parental tutoring time. Female students tend to achieve higher scores than males. Parental education level does not significantly predict academic performance, while parent tutoring time does have a significant impact. Furthermore, there is a significant interaction between local status and parental education level, indicating that migrant students with lower-educated parents perform better than their local counterparts, while local children excel when their parents' education levels are higher. These results emphasize the importance of parental involvement, particularly for immigrant students, and highlight the need for interventions that enhance parental engagement in education to improve academic outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20socioeconomic%20status" title=" family socioeconomic status"> family socioeconomic status</a>, <a href="https://publications.waset.org/abstracts/search?q=migrant%20students" title=" migrant students"> migrant students</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a> </p> <a href="https://publications.waset.org/abstracts/166948/effects-of-family-socioeconomic-status-and-parental-involvement-on-elementary-school-students-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166948.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">6252</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">6251</span> Social Work Profession in a Mirror of the Russian Immigrant Media in Israel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Khvorostianov">Natalia Khvorostianov</a>, <a href="https://publications.waset.org/abstracts/search?q=Nelly%20Elias"> Nelly Elias</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study seeks to analyze representation of social work in immigrant media, focusing on the case of online newspapers established by immigrants from the Former Soviet Union (FSU) in Israel. This immigrant population is particularly interesting because social work did not exist as a profession practiced in the USSR and hence most FSU immigrants arrive in Israel without a basic knowledge of the essence of social work, the services it provides and the logic behind its treatment methods. The sample of 37 items was built through a Google search of the Russian online newspapers and portals originated in Israel by using keywords such as “social worker,” “social work services” and the like. All items were analyzed by using qualitative content analysis. Principal analytical categories used for the analysis were: Assessment of social work services (negative, positive, neutral); social workers’ professionalism and effectiveness; goals and motives underlying their activity; cross-cultural contact with immigrants and methods used in working with immigrants. On this basis, four dominant images used to portray Israeli social work services and social workers were identified: Lack of professionalism, cultural gaps between FSU immigrants and Israeli social workers, repressive character of social work services and social workers’ involvement in corruption and crime. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=FSU%20immigrants" title="FSU immigrants">FSU immigrants</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrant%20media" title=" immigrant media"> immigrant media</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20images" title=" media images"> media images</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20workers" title=" social workers"> social workers</a> </p> <a href="https://publications.waset.org/abstracts/33720/social-work-profession-in-a-mirror-of-the-russian-immigrant-media-in-israel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33720.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">357</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">6250</span> How Do L1 Teachers Assess Haitian Immigrant High School Students in Chile? </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gloria%20Toledo">Gloria Toledo</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Lizasoain"> Andrea Lizasoain</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonardo%20Mena"> Leonardo Mena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Immigration has largely increased in Chile in the last 20 years. About 6.6% of our population is foreign, from which 14.3% is Haitian. Haitians are between 15 and 29 years old and have come to Chile escaping from a social crisis. They believe that education and work will help them do better in life. Therefore, rates of Haitian students in the Chilean school system have also increased: there were 3,121 Haitian students enrolled in 2017. This is a challenge for the public school, which takes in young people who must face schooling, social immersion and learning of a second language simultaneously. The linguistic barrier affects both students’ and teachers’ adaptation process, which has an impact on the students’ academic performance and consequent acquisition of Spanish. In order to explore students’ academic performance and interlanguage development, we examined how L1 teachers assess Haitian high school students’ written production in Spanish. With this purpose, teachers were asked to use a specially designed grid to assess correction, accommodation, lexical and analytical complexity, organization and fluency of both Haitian and Chilean students. Parallelly, texts were approached from an error analysis perspective. Results from grids and error analysis were then compared. On the one hand, it has been found that teachers give very little feedback to students apart from scores and grades, which does not contribute to the development of the second language. On the other hand, error analysis has yielded that Haitian students are in a dynamic process of the acquisition of Spanish, which could be enhanced if L1 teacher were aware of the process of interlanguage developmen. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=grid" title=" grid"> grid</a>, <a href="https://publications.waset.org/abstracts/search?q=immigration" title=" immigration"> immigration</a>, <a href="https://publications.waset.org/abstracts/search?q=Spanish%20aquisition" title=" Spanish aquisition"> Spanish aquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/117568/how-do-l1-teachers-assess-haitian-immigrant-high-school-students-in-chile" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117568.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">136</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">6249</span> Under the 'Umbrella' Project: A Volunteer-Mentoring Approach for Socially Disadvantaged University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evridiki%20Zachopoulou">Evridiki Zachopoulou</a>, <a href="https://publications.waset.org/abstracts/search?q=Vasilis%20Grammatikopoulos"> Vasilis Grammatikopoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Michail%20Vitoulis"> Michail Vitoulis</a>, <a href="https://publications.waset.org/abstracts/search?q=Athanasios%20Gregoriadis"> Athanasios Gregoriadis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last ten years, the recent economic crisis in Greece has decreased the financial ability and strength of several families when it comes to supporting their children’s studies. As a result, the number of students who are significantly delaying or even dropping out of their university studies is constantly increasing. The students who are at greater risk for academic failure are those who are facing various problems and social disadvantages, like health problems, special needs, family poverty or unemployment, single-parent students, immigrant students, etc. The ‘Umbrella’ project is a volunteer-based initiative to tackle this problem at International Hellenic University. The main purpose of the project is to provide support to disadvantaged students at a socio-emotional, academic, and practical level in order to help them complete their undergraduate studies. More specifically, the ‘Umbrella’ project has the following goals: (a) to develop a consulting-supporting network based on volunteering senior students, called ‘i-mentors’. (b) to train the volunteering i-mentors and create a systematic and consistent support procedure for students at-risk, (c), to develop a service that, parallel to the i-mentor network will be ensuring opportunities for at-risk students to find a job, (d) to support students who are coping with accessibility difficulties, (e) to secure the sustainability of the ‘Umbrella’ project after the completion of the funding of the project. The innovation of the Umbrella project is in its holistic-person-centered approach that will be providing individualized support -via the i-mentors network- to any disadvantaged student that will come ‘under the Umbrella.’ <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20mentoring" title="peer mentoring">peer mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20support" title=" student support"> student support</a>, <a href="https://publications.waset.org/abstracts/search?q=socially%20disadvantaged%20students" title=" socially disadvantaged students"> socially disadvantaged students</a>, <a href="https://publications.waset.org/abstracts/search?q=volunteerism%20in%20higher%20education" title=" volunteerism in higher education"> volunteerism in higher education</a> </p> <a href="https://publications.waset.org/abstracts/127481/under-the-umbrella-project-a-volunteer-mentoring-approach-for-socially-disadvantaged-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127481.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">234</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">6248</span> The Clinical Significance of Cutaneous Leishmaniasis in Immigrant and Refugee Populations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Promise%20Ufomadu">Promise Ufomadu</a>, <a href="https://publications.waset.org/abstracts/search?q=Edgar%20Rodriguez"> Edgar Rodriguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Grace%20Lee"> Grace Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cutaneous Leishmaniasis (CL) is an infection caused by a variety of Leishmania species which are protozoan organisms that are typically carried by sandflies found in tropical regions. The parasite causes skin lesions that may resolve spontaneously but commonly become chronic and therefore necessitate thorough clinical attention. We present a 15-year-old female patient with CL of her bilateral dorsal hands, which resolved after a 28-day course of miltefosine. This case details the significance of compiling a thorough patient history and considering CL as a possible differential in patients from endemic regions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leishmaniasis" title="leishmaniasis">leishmaniasis</a>, <a href="https://publications.waset.org/abstracts/search?q=infection" title=" infection"> infection</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrant" title=" immigrant"> immigrant</a>, <a href="https://publications.waset.org/abstracts/search?q=parasites" title=" parasites"> parasites</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatrics" title=" pediatrics"> pediatrics</a> </p> <a href="https://publications.waset.org/abstracts/168690/the-clinical-significance-of-cutaneous-leishmaniasis-in-immigrant-and-refugee-populations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168690.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">86</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">6247</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">6246</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">6245</span> The Differentiation of Performances among Immigrant Entrepreneurs: A Biographical Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniela%20Gnarini">Daniela Gnarini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to contribute to the field of immigrants' entrepreneurial performance. The debate on immigrant entrepreneurship has been dominated by cultural explanations, which argue that immigrants’ entrepreneurial results are linked to groups’ characteristics. However, this approach does not consider important dimensions that influence entrepreneurial performances. Furthermore, cultural theories do not take into account the huge differences in performances also within the same ethnic group. For these reason, this study adopts a biographical approach, both at theoretical and at methodological level, which can allow to understand the main aspects that make the difference in immigrants' entrepreneurial performances, by exploring the narratives of immigrant entrepreneurs, who operate in the restaurant sector in two different Italian metropolitan areas: Milan and Rome. Through the qualitative method of biographical interviews, this study analyses four main dimensions and their combinations: a) individuals' entrepreneurial and migratory path: this aspect is particularly relevant to understand the biographical resources of immigrant entrepreneurs and their change and evolution during time; b) entrepreneurs' social capital, with a particular focus on their networks, through the adoption of a transnational perspective, that takes into account both the local level and the transnational connections. This study highlights that, though entrepreneurs’ connections are significant, especially as far as those with family members are concerned, often their entrepreneurial path assumes an individualised trajectory. c) Entrepreneurs' human capital, including both formal education and skills acquired through informal channels. The latter are particularly relevant since in the interviews and data collected the role of informal transmission emerges. d) Embeddedness within the social, political and economic context, to understand the main constraints and opportunities both at local and national level. The comparison between two different metropolitan areas within the same country helps to understand this dimension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biographies" title="biographies">biographies</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrant%20entrepreneurs" title=" immigrant entrepreneurs"> immigrant entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20stories" title=" life stories"> life stories</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/70093/the-differentiation-of-performances-among-immigrant-entrepreneurs-a-biographical-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70093.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">226</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">6244</span> Empowering Minority Students Through the use of Critical Educational Technologies: Latinos 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=Oscar%20Guerra">Oscar Guerra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational technologies have great potential as tools for student empowerment, particularly for members of a marginalized population such as immigrant Latino children in the American public education system. It is not merely a matter of access to the necessary technological devices; rather, it is development and implementation under a critical lens that may prompt a positive change. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20technologies" title=" critical technologies"> critical technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=minorities" title=" minorities"> minorities</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/6365/empowering-minority-students-through-the-use-of-critical-educational-technologies-latinos-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6365.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">323</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">6243</span> The Impact of Volunteering on the Education and Lives of Romanian Students in Leeds, UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sulochini%20Pather">Sulochini Pather</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Romanians are the second largest group of non-British nationals in the UK, following the Poles; over one million were reported in 2021. This follows the rapid growth in the number of Eastern Europeans settling in the UK for work which is linked to the expansion of the European Union. A recent report suggests that the growing numbers of Eastern European pupils have heightened concerns about their impact on the education of native English speakers, but little has been done to focus on the challenges faced by these students and their educational and life experiences. The pilot study presented in this paper focuses on six Romanian students aged between 14 and 19 from two schools and a college in the local area and includes data from interviews with headteachers, teachers, students, and parents. The paper highlights key findings which point to barriers and support Romanian children encounter in mainstream education, their homes, and community and the extent to which a volunteering program offered at a local charity called Community Action to Create Hope (CATCH) impacts their education and lives. The study has implications for supporting the inclusion of immigrant children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Romanian" title="Romanian">Romanian</a>, <a href="https://publications.waset.org/abstracts/search?q=Eastern%20European" title=" Eastern European"> Eastern European</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=volunteering%20programme" title=" volunteering programme"> volunteering programme</a> </p> <a href="https://publications.waset.org/abstracts/159086/the-impact-of-volunteering-on-the-education-and-lives-of-romanian-students-in-leeds-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159086.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">67</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%20students&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immigrant%20students&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immigrant%20students&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immigrant%20students&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=immigrant%20students&page=6">6</a></li> <li class="page-item"><a class="page-link" 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