Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 262-272).

International Social Survey Programme 2003 found that about 90% of the people in Japan favour the idea of maintaining the ethnic minorities' culture, rather than their adaptation to the dominant majority's culture. It is outstandingly high percentage, compared internationally. The result is consistent with the fact that multicultural coexistence ("Tabunka kyosei") policy is welcomed in many local governments to support the immigrants. However, it contradicts to some academics' argument that Japan puts assimilative pressure to ethnic minorities. Therefore, this thesis analyses why the idea of maintaining the ethnic minorities' culture enjoys such outstanding support in Japan. The mixed method approach of quantitative and qualitative study was used to solve this puzzle. International comparison based on the statistical analysis of national identity and attitude toward the ethnic minorities' culture revealed that (i) about 80% of the Japanese people have ethnic conceptualization of national identity, which is exceptionally high percentage than other countries, and (ii) the vast majority of both the people with ethnic and civic national identity favour the idea of maintaining the ethnic minorities' culture. Therefore, the qualitative analysis of interview data with schoolteachers of the immigrants' children were conducted to examine why, of which aspect and to what extent teachers expect the immigrants' children to maintain their ethnic identity and distinct culture, and expect them to adapt themselves to the dominant Japanese culture. It was found out that it is expected for the immigrants' children to maintain their ethnic minority identity and traditional culture in private, and to adapt themselves to group oriented and rule-based Japanese culture in public. However, such group orientated and rule-based culture is not regarded as "culture", but simply as "rules" to give an order to ethnic and cultural diversity. The findings of this thesis imply that multicultural coexistence is a new form of cultural nationalism in Japan ("tertiary nationalism"), meaning a nationalism which (i) has been brought about by confronting the growing ethnic and cultural diversity within a nation, particularly after '90s in Japan, and (ii) tries to preserve its rule-based culture and to spread it to the ethnic minorities by taking off its label of "culture", (iii) though not incorporating them to a member of a nation, but (iv) expecting them to maintain their ethnic identity and traditional culture in private.

Rompant avec l’association réductrice entre les enfants d’immigrés et l’échec scolaire, l’objectif de cette recherche est de décrire et d’expliquer la diversité des trajectoires scolaires des enfants d’immigrés en France et en Angleterre. C’est en concevant la migration comme une discontinuité dans la socialisation des immigrés et en insistant sur les ressources transmises aux enfants dans la famille, l’entourage et à l’école que j’interroge mon matériau empirique constitué de plusieurs enquêtes statistiques de grande ampleur et de près d’une centaine d’entretiens biographiques dans les deux pays. Je décris la morphologie des hiérarchies scolaires en France et en Angleterre et examine la position des différents groupes d’enfants d’immigrés et de natifs en leur sein. Les analyses empiriques montrent l’intérêt d’étudier la diversité des groupes d’enfants d’immigrés, tant l’hétérogénéité scolaire de la « deuxième génération » est forte. L’étude statistique et qualitative des expériences et propriétés sociales pré-migratoire des parents, ainsi que de divers processus de socialisation dans la société d’immigration, permet de rendre compte de cette hétérogénéité scolaire. Au total, cette thèse confirme la légitimité d’analyses sociologiques reposant sur la position sociale et les ressources qui y sont liées pour expliquer les trajectoires scolaires des enfants d’immigrés, à la condition expresse que position et ressources soient redéfinies pour prendre en compte la double condition des parents : émigrés du pays d’origine et immigrés dans la société dans laquelle leurs enfants sont scolarisés. / Breaking with the simplistic link between children of immigrants and academic underachievement, I aim at describing and explaining the diverse academic trajectories of children of immigrants in France and England. As my main analytical framework, I conceive of migration as a discontinuity in the socialization of immigrants and emphasize the resources passed on to children within their families, communities and schools. My empirical sources consist of several large-scale quantitative surveys and nearly a hundred biographical interviews in both countries. I describe the shape of academic hierarchies in France and England, and examine the position of different groups of children of immigrants and natives within them. This empirical analysis shows the great magnitude of academic heterogeneity within the “second generation”. Statistical and qualitative analyses of the pre-migration experiences and social characteristics of immigrant parents, as well as the study of various socialization processes in the destination society, can help explain this academic heterogeneity. Overall, this research lends support to sociological analyses based on immigrants’ social position and related resources to explain the academic trajectories of their children, on the condition that these positions and resources be redefined to take into account the double status of parents as emigrants from their country of origin and immigrants in the society in which their children attend school.

Tutoring is a rapidly increasing but under-researched component of the education of immigrant students. This study examines one-on-one tutoring of Taiwanese high school immigrant students in Vancouver. Viewing tutoring as a social practice rather than an instructional tool for teaching academic content, this exploratory study attempts to understand how participants construct tutoring in the British Columbian educational context. Factors such as the patterning of tutorials, the participants' perspectives, and the wider educational context have been considered in this study. This study recruited 12 tutor-tutee pairs, 12 parents, and 10 school teachers. Tutoring interactions were tape-recorded over a ten-month period. Combining aspects of discourse analysis and qualitative research, this study used discourse analysis to study tutoring interactions and qualitative interviews to explore the participants' beliefs about tutoring and schooling. This study explored the interaction patterns of tutoring, examined the participants' assumptions and expectations, and investigated the relationship between the tutoring (informal learning) and the schooling (formal learning) process of immigrant students. The varied patterns of tutorials suggested that tutoring went beyond teaching academic content and served multiple functions for the immigrant families. The patterns focused on addressing the needs of parents and students to interact with their schools, and providing emotional and cultural support. In addition, there seemed to be conflicting voices among the participants regarding the tutorial practices. For example, participants expressed strong and opposing views about the goals of tutoring and the quantity of homework, academic content instruction and grammar instruction in tutoring and in schools. These different voices seemed to cause tensions which were explored and negotiated in tutoring interactions. Lastly, the relation between tutoring and its wider educational context was both cooperative and conflictual. For example, while tutoring offered students homework assistance, this assistance caused the school teachers to be concerned with tutor over-helping. Thus, there is a complex and interactive relationship between tutoring and the educational system. To conclude, studying tutoring as a social practice acknowledges the varied tutorial patterns, the conflicts, the dynamics, and the complexity of tutoring interactions. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

The Black population in the United States is undergoing a significant transformation. Over the last four decades, the African immigrant population has increased from 130,000 to 2 million, making them one of the fastest growing groups in the United States. Yet, notably absent from much of the discourse on how immigration is changing our society is a serious engagement with the dynamic changes happening within the country’s Black population. This dissertation examines how these demographic realities are experienced in young people’s daily lives. I use the case of low-income, adolescent children of West African immigrants to understand how processes of immigrant integration and racialization unfold generationally across racial and ethnic lines. I focus specifically on their identity-work and acculturation in the context of families, local institutions, and transnational social fields. Methodologically, I draw on ethnographic observations and interviews with 71 second-generation West African teenagers in three New York City public high schools. The dissertation consists of five substantive chapters. Chapters 1 and 2 examine the ethnic and racial identifications of second-generation West Africans, some of the meanings they make around these identities, and begins to delve into the contextual mechanisms shaping these identities, namely their families, neighborhoods and law enforcement. Chapters 3 and 4 respectively analyze the role of transnational visits to parent home countries and religion on acculturation and understandings of Blackness and Africanness, among other identities. The final chapter, Chapter 5, explores three mechanisms shaping the selective acculturation of African immigrant youth: adoption of American cultural features, maintenance of ethnically distinct features, and the introduction of African cultural forms. My research makes three contributions. First, by placing adolescent children at the center of my analysis, I show how these young people are both making and made by a unique sociohistorical and political context that has significant consequences for their racial and ethnic identity-work. Second, it contributes to understandings about the relationship between socioeconomic status and second-generation immigrant integration. Contrary to arguments that second-generation identification and acculturation are patterned by class, I find that low-income African immigrant youth selectively acculturate into American society and maintain strong ethnic identities similar to their middle-class counterparts. The third contribution provides evidence that as immigrants, their children and their host communities continually interact through institutions like schools and neighborhoods, a mutual cultural reconstitution process occurs that fundamentally transforms both immigrants and the cultural landscape from which communities in the host society fashion an “American” identity. Taken together, in shedding light on second-generation Black immigrant racialization processes, this dissertation challenges assumptions about low-income Black youth and offers a dynamic, agentic and relational understanding of immigrant integration. It also highlights how broader meanings of immigrant integration and Blackness in the United States are fundamentally changing.

This qualitative research study investigates the perceptions of children, parents, and staff members at a Boston multi-service nonprofit for Haitian immigrants. It is an exploration of how children cultivate their identity, and how a center for immigrants functions in the current sociopolitical climate. There is an evidentiary lacuna of qualitative explorations on children of immigrants’ perceptions and health. The COVID-19 pandemic makes this issue even more temporally relevant, as new data suggests structural factors make marginalized groups, such as people of color and immigrants, more vulnerable to infection and death. This study will contribute to the body of work on children of immigrants’ health by 1) analyzing the unique child perspective, as opposed to focusing entirely on adults or using quantitative child measures, 2) employing qualitative data to create more robust depictions of lived experiences, 3) and situating data in the particular Haiti/U.S. historical, political relationship. This study’s methodology includes ethnographic participant observation during regular visits to a nonprofit organization for immigrants (Fanmi Nou) over the course of several months, semi-structured video interviews with children, parents, and staff members of this organization, and content analysis of documents produced by Fanmi Nou. Through different waves of migration to the United States, children of Haitian immigrants have lived bicultural lives. In the last four years, however, biculturalism and transnationality have come under growing assault. As a reactionary response to overt hostility, parents, staff members at Fanmi Nou, and children themselves, actively promote a Haitian identity in children. Living under an administration characterized by its hostility to immigrants, Haitian American children pick and choose which aspects of American life to welcome and which to reject. Through a multi-service nonprofit organization, these children and their families selectively engage with the U.S. political, educational, and social systems. I argue that these children and this organization strategically support the healthy development of self under these new restrictions.

Uruguay’s public education system is at the center of a complex web of contradictory forces concerning contemporary migration to the country and migrant students. The country’s educators are part of a system that has historically interpellated them to assimilate migrant students around a problematic national imagination of homogeneity, modernity, and European heritage. These educators are also members of the larger Uruguayan society where discriminatory bias against recent migration to the country prevails, especially against migrants from the Global South. While Uruguay’s rights-based migration legislation and policy aim to promote the sociocultural integration of migrants, the measures taken thus far have overwhelmingly focused on migration management. In effect, the State has placed the responsibility for the sociocultural integration of migrants on the public education system. Specifically, the Council of Early Childhood and Primary Education created the Migrations Commission to promote inclusive education for the growing number of migrant children and youth arriving in the country’s public schools. The Migrations Commission implemented a professional development course to train educators on inclusion and interculturalidad to adequately serve migrant students and their families. However, limited data are available regarding the creation and implementation of this professional development and the impact it had on educators and their work with migrant students. To address these gaps, this study employed a qualitative methodology to examine the State’s efforts, through the Migrations Commission, to support inclusive education for migrant students and the impact of these efforts on educators. Data collection included the following: interviews with eight Migrations Commission members and affiliates, 17 educators who participated in the commission’s professional development, 10 educators from a school in which the principal had completed the professional development, and eight educators at another school who had no experience with the professional development; 15 instances of participant observation with educators in the aforementioned schools who had migrant students in their classrooms; and analysis of documents produced by and about the Migrations Commission. An analysis of the Migrations Commission’s discourse reveals the continued persistence of assimilation as a competing theoretical model for understanding the incorporation of migrant students and their families both in the country’s public education system and the larger social context. The presence of contradictory perspectives (inclusive education/interculturalidad versus assimilation) was also found among educators, both at the discursive level of pedagogical understanding and the pragmatic level of school practices. Therefore, this inquiry concludes that the State’s efforts to date have not been enough to effect significant and lasting change in the country’s education system. In addition, the study’s findings indicate that Uruguay’s educators, including those who participated in the Migrations Commission’s professional development that specifically focused on inclusion and interculturalidad, remain uncertain about how to implement inclusive and intercultural practices in their schools and classrooms and continue to be influenced by the education system’s historical mandate to assimilate migrant students into the national hegemonic culture as well as by stereotypes and prejudicial assumptions embraced by the larger society regarding migrants. Based on these findings, the study proposes policy recommendations to inform the Migrations Commission’s work to advance inclusive education for migrant students in Uruguay’s early childhood and primary education public schools and outlines future lines of research to contribute to the academic production on inclusion in education beyond the specific case of Uruguay.

This paper uses individual data from a collected survey, performed in Sweden by the SOM institute, to study individuals with foreign backgrounds in the labor market. We use The Ordinary Least Squares model, where we control for age, education, and gender to explore the difference in incomes between immigrants, children of immigrants, and natives in wage-employment, unemployment, and self-employment. The contribution of this paper is the second generation immigrants, we will assess their performance on the labor market in order to evaluate if self-employment is a profitable alternative. The second generation immigrants act as a benchmark for a functioning integration policy, it is therefore crucial to examine if we can observe any labor market barriers for the second-generation immigrants. The result display that immigrants do perform worse in both wage-employment and self-employment compared to natives. By being self-employed, immigrants earn 25.9 percent less than if they would have been wage-employed. The situation for the children of immigrants is different. Children of immigrants seem to perform better than immigrants on the labor market, especially in wage-employment. One could therefore conclude that since immigrants struggle with finding wage-employment, self-employment may be an alternative. However, self-employment should not be an option for the children of immigrants. It seems that they succeed in finding wage-employment, and they do better in wage-employment compared to self-employment. So, the promotion of self-employment should be more cautiously made since it may not always have a good economic outcome for the individual.

“Undocumented Youth” is a socio-legal history of Latinx child migration to and within the United States between 1937 and 1986. By drawing on archival collections from across the country, the dissertation analyzes a crucial missing dimension of Mexican and Central American (im)migration history that adult-centric histories have overlooked or obscured. The dissertation uncovers a legal system of migrant exclusion that relied on various legal and quasi-legal forms of domestic restrictions and removal that combined with federal policies governing international migration. Under this broad legal apparatus, “border crossing” included migration from Mexico into the U.S. and domestic migration across state lines. Federal and state officials denied ethnic-Mexican border-crossing youth, with and without U.S. citizenship, legal rights and access to welfare state benefits, especially public education. This hybrid system of restriction and removal resulted in multiple injuries to children and families, including migrant minors’ exploitation on farms, educational deprivation, detention, and deportation beginning in the 1940s. The broad racialization of the criminal and invading “alien” of all ages at mid-century spurred ambivalent legal and political responses from officials in power that ranged from humanitarian to punitive. As grassroots activists and sympathetic policymakers found ways to intervene on behalf of unaccompanied and accompanied ethnic-Mexican migrant children, the state persistently and creatively enacted new draconian measures and refashioned well-meaning polices to reinforce the power and reach of the domestic removal apparatus. In response to the rights deprivations and welfare state exclusion imposed on the nation’s migrant Mexican youth, child welfare and migrants’ rights activists devised a series of local welfare programs in the 1940s and ‘50s to restore border-crossing minors’ “right to childhood” based on middle-class norms of innocence, play, and education. These local efforts led ultimately to federal reform, specifically the establishment of the Migrant Education Program (MEP) in 1965 during the War on Poverty. However, the MEP’s introduction of a unique data collection technology in schools jeopardized the privacy of undocumented youth and their parents, making them vulnerable to the criminal justice system and federal immigration enforcement. This data collection helped transform public schools into school-to-deportation pipelines. Concurrently, undocumented Mexican and Central American youth were forced to endure different forms of educational deprivation and rights violations in carceral and quasi-carceral sites, in immigrant detention and on commercial farms. The tensions and contestations over rights provoked by child migrants with and without U.S. citizenship after 1937 led to legal experiments, liberal pro-migrant federal policies like the MEP, and landmark court decisions, such as Plyler v. Doe (1982), that provided the rhetorical and policy foundations necessary to construct modern, child-centered mechanisms of inclusion and exclusion. These legal experiments and court battles also increasingly defined national U.S. citizenship as the sole grounds for claiming rights, eclipsing social and local citizenship as modes of belonging. As a result, they hardened the distinctions between the citizen and the noncitizen migrant. In the 1970s, a legal regime with strict noncitizen restrictions emerged that no longer collapsed all border-crossing minors into a single discursive and legal category. By the late-twentieth century only minors and adults without federal U.S. citizenship were identified and marginalized as “migrants,” marking a sharp departure from the category’s previous legal and social meanings.

Indiana University-Purdue University Indianapolis (IUPUI) / El propósito de este estudio es realizar una descripción general de las actitudes de los padres de familias mexicanas en la ciudad de Indianápolis sobre el uso y mantenimiento del español. Se intenta describir los diferentes puntos de vista y actitudes que se consideran cuando los padres de familias deciden promover o no promover el uso, y por consiguiente, el mantenimiento del español por sus hijos. Además, se analizan otros parámetros relacionados con las actitudes, el bilingüismo, la educación bilingüe, y el mantenimiento del español y su relación con el mantenimiento de la cultura mexicana.