This phenomenological study explored the perceptions and lived experiences of female West Indian immigrant students as they academically and socially acculturated while attending Florida Atlantic University (FAU). Snowball techniques were employed to select 11 female immigrant West Indian undergraduate and graduate students living in southeastern Florida and attending FAU. Data were gathered from two in-depth one-on one interviews with each participant. Stories emerged that highlight the immigrant experiences of these female West Indian students. Such narratives have been lacking in the higher education literature about how this population of women persists in colleges and universities in the United States (U.S.). Six findings emerged that constituted the acculturation and adjustment experiences of these women: 1) family influence, 2) financial difficulties, 3) emotional and physical challenges, 4) institutional support, 5) women’s empowerment, and 6) host society adaptation. In conclusion, female West Indian immigrant students are a valuable asset and provide a tremendous benefit to higher education institutions in the U.S. in terms of cultural and academic contributions that they offer. More attention needs to be paid towards better preparing university staff, administrators, and faculty. This can lead to increased retention and graduation rates. The study gives voice to these women whose lived experiences in higher education have been so seldom addressed. Analysis of their experiences suggests a plan of action that includes: family engagement programming, on-campus financial support, student health services outreach, healthier dining options, mentorship programs, immigrant student support services department, online community support, faculty, cultural awareness, and immigrant student programming. Recommendations for future research are also discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

The focus of this study is to explore and examine the views and feelings of United States documented and undocumented immigrants on their final resting place after death, posthumous repatriation, whether there is a need for repatriation, and if a lack of such need is preventing immigrant groups from remaining in the United States and benefiting from end-of-life services such as hospice. A quantitative research method was utilized. The use of a quantitative research method allowed for an expansive look into the use of posthumous repatriation and its effect on hospice use by immigrants. Data were obtained from multiple locations that serve and cater to specific ethnic groups within the region of the Inland Empire in Southern California. Sixty-three immigrants who identified themselves as persons born in a country outside the United States are the sample. This study produced evidence that family plays a major role in end-of-life decisions and argues the need of repatriation by immigrant groups as a potential reason for the underutilization of hospice services. The guarantee of return to their country of origin after death produced greater inclination to use hospice.

With the growing presence of Latino families across the United States, service providers must remain cognizant of this group’s unique sociocultural characteristics. Culturally competent service provision requires child welfare professionals to remain aware of the stressors often faced by this population. Immigration and acculturation issues, language and cultural barriers, poverty, discrimination, fear of deportation, and lack of access to a variety of services are a few of the stressors that are commonly experienced by this group. Linguistically competent practice requires service provision to be in a families’ native language; however, there are many other factors to consider even when doing so. Cultural unfamiliarity, inadequate bi-lingual worker training in professional terminology, and issues with translators and interpreters are all factors to be considered. It was hypothesized that the relationships between clients and workers may depend on shared culture, that cultural differences due to different backgrounds and countries of origin may hinder working relationships. Through qualitative face to face interviews, this study gained insight into Spanish-speaking client and worker perspectives on their working relationships. The study aimed to understand the advantages and limitations to matching clients and workers solely on shared language. Findings suggest that cultural similarities or differences were not the primary relationship concerns for either workers or clients. Rather, both clients and workers expressed more salient concerns related to the lack of resources for translation and interpretation, the absence of worker Spanish-language training, clients’ limited willingness/ability to advocate for themselves, and increased workload and supervisory lack of support. It is recommended that supervisors take part in mandatory trainings aimed at managing such complex caseloads, that workers receive continuous Spanish language training in professional terminology as well as case management training tailored towards this specific population, and that a more uniform and informative approach is developed when working with these families. Although the present study attempts to address the knowledge gap involving client perspectives, additional research should focus on client experiences more heavily. Further research is also needed in assessing the adequacy of county-made language certification tests and worker perception of language competency while out in the field.

Nigerian women who migrate to the United States are faced with complex social challenges as they acculturate to a new society. Stressful conditions and acculturation experiences may threaten the overall mental health of these immigrant women. The purpose of this study was to explore the acculturation experiences of Nigerian immigrant women living in the United States, identify stressors associated with the process, and highlight the coping strategies they employed. Stress and coping theory provided the theoretical framework for the study and phenomenological inquiry guided the research questions and method. Data were gathered through face-to-face interviews. Content analysis and coding were utilized to find relevant themes. Participants described their immigration experiences as being difficult although they reported their lives are "much better now". The women adopted a positive, hard working attitude; relied on their faith in God; and sought mentors and a supportive community. Most participants reported being unaware of the resources available to them and more than half reported not having access to any resources. Participants reported receiving support from their friends, family members, and communities of faith. Research on the acculturative experiences of these women would be useful in developing gender specific programs that would support the integration process and reduce mental health issues that may arise as a result of acculturation stressors. In an advocacy effort towards social change, results from this study may inform service providers of Nigerian immigrant women's unique cultural needs as they acculturate to living in the United States.

African immigrant women and refugee women face disproportionate reproductive health risks and adverse outcomes compared with the Canadian population. The diversity of African women and complexity of the migration process suggest the need for contextualized knowledge to better understand these challenges. I sought such knowledge through the use of the theoretical frameworks of place and intersectionality. These frameworks draw attention to the multi-level mixture of social relations in given contexts and how they create opportunities and oppression. The specific purpose of this research was to: a) explore how the reproductive health experiences of African immigrant and refugee women were shaped by the unique context of given places; b) consider how these women actively negotiated and constructed place in their search for reproductive health information, services, and support. A multiple case study was used to explore the reproductive health experiences of African immigrant and refugee women in three different areas of Ottawa, Ontario. These areas provided different local contexts (e.g., history, socioeconomic profile, proximity to downtown). In each area, data was collected through interviews with African immigrant and refugee women, interviews and focus groups with reproductive health service providers, and mapping of available services. In total, 19 immigrant and refugee women and 23 service providers participated in this study. The findings showed that African immigrant and refugee women’s reproductive health experiences were much more complicated than simple interaction with neighbourhood services. Their varied social positions in Canadian society were highly relevant. In addition, social networks based in places outside of the system (e.g., private homes, religious institutions) were environments in which they were comfortable and sought support for their reproductive health needs. Recommendations based on these findings include the need to engage communities and explore the delivery of information and services outside of the traditional places employed by the Canadian health care system.

Gāpatia i Fa'anoanoaga is a general Samoan expression which literally means 'burden with sadness', which encompasses all aspects of loss and grief in relation to the burden of obligation to reciprocity. This project has functioned as lightening the load of the burden of grief and loss through the process of making an art installation exploring a migrant Samoan experience.My project is concerned with the exploration of Samoan matters of cultural significance such as heritage, religion, identity and family, in particular those customs pertaining to deaths and funerals. The mores and values implicit in these reflect the fundamental aspects of obligation and reciprocity in Samoan life and society. As a Samoan-born and New Zealand raised woman, my work and explorations tended to engage with the challenges of disrupting boundaries formed around ideas of cultural appropriation and cultural authenticity.Therefore this project investigates my position as a migrant Samoan living in New Zealand exploring notions of mobility and globalisation and the effects on the obligation to reciprocity through practical art means. Importantly my art practice intends to explore and position the installation of contemporary materials to speak metaphorically about my identity and issues significant to the obligation to reciprocity in the fa'aSamoa (the Samoan way or in the manner of the Samoans; according to Samoan customs and traditions) particularly the concept tautua aiga (tautua means functions or any service performed in order to support aiga or family)Conceptually my work addresses and brings forth for consideration the impact of mobility and globalisation on cultural issues and practices. Through engagement with contemporary materials and processes my work reflects a kind of 'story-telling', which in this instance is a lament for those who have passed on and for a way of life that is in flux

This study posits a model of 'rural extension' which begins from humans, not from technology or information. The model has been used to facilitate community development at the village level. The research illustrates the potential of drama and participative forms of theatre as empowering 'action' learning/researching tools to reach people in rural communities, and as a means of involving those communities in creativity and learning about themselves and their environment collaboratively. The writer seeks to integrate participatory approaches with community development and human inquiry, humanistic approaches to education, experiential learning theories, and drama education theories and methods. The central questions which this research addresses are : 1/. What are the functions and the methods of participative theatre (as systemic communication) in the process of social change and development? and 2/. How can these participative forms of theatre elicit whole aspects of local knowledge, that is, tacit/explicit knowledge, facilitate learning and foster critical thinking through grass-roots participation? The ideas were formulated and tested through intensive field experiences with Iranian nomads, Iranian farmers, immigrant farmers in NSW, Australia, and within a number of workshops with different groups of students at Hawkesbury. This includes a critique of rural development in Iran, examinations of rural extension from a critical perspective, drama and theatre as process, learning and conscientization, personal construct psychology, systems thinking, learning through metaphor, action theory, Boal's participative forum theatre theory, and action research. Finally, the study explores drama as a form of systemic communication (that is, dialogue through a number of group activity techniques) / Doctor of Philosophy (PhD)

<p>The aim of this thesis is to examine children’s educational conditions in senior compulsory school. The purpose is to compare girls and boys’ conditions on the basis of ethnical background. The thesis includes four articles. The first three are based on questionnaire data from 1,193 children, 13 to 15 years old, at four Swedish municipal schools. The last article includes two studies: A study conducted among the headmasters at the four schools and a study of the compulsory school attendance law.</p><p>The first article introduces a study concerning parental involvement in their children’s education. The aim is to examine the children’s experience of their parents’ assistance in their homework, participation in school meetings and interest in their education. Finally, these topics are analysed in relation to the children’s own involvement in their education. The second article introduces a study concerning schoolchildren’s involvement in their own education and factors that correlate, beside parental involvement. The implicit aim is to study the children’s experience of teacher support, their situation in school and attitudes towards university education. The third article introduces a study concerning parent’s directives regarding their child’s participation in social activities. The aim of the study is to examine how many children that are not allowed to participate in social activities and some educational elements at school, for example psychical education and school journeys. The results of the questionnaire show great complexity concerning how the children experience their conditions, where sex/gender and ethnicity correlate. The last article examines the conflicts that may arise between the educational system and the parents regarding specific elements in their child’s education. This study examines the attitude of the schools towards allowing children to refrain from compulsory attendance at the family’s request. Results show that the attitude towards the families varies between the schools. The compulsory attendance law is indistinct, but legal cases show that it is illegal to allow children to refrain from specific elements within the education to fulfil the parent’s wishes.</p>

<p>Finnish-born writer Susanna Alakoski’s novel Svinalängorna became a big success after being published in Sweden in April 2006. Though the novel has many themes in common with earlier literature written by and about Finnish immigrants in Sweden, little attention has been brought to this fact by reviewers and journalists. This essay examines connections between Alakoski’s novel and Finnish migrant literature in Sweden, mainly from the 1970s, and how these connections have been recognised by reviewers in Sweden and Finland. Based on the examination made here, Svinalängorna can be said to have several significant themes and features in common with other Finnish immigrant literature written in Sweden. However, in the examined material, none of the Swedish reviewers and only two of the Finnish reviewers referred to earlier literature written by and/or about Finns in Sweden. The main reference point for the Swedish reviewers was traditional Swedish working-class literature while the Finnish reviewers mainly referred to newer Finnish literature exploring similar themes: alcoholism, poverty and childhood. In general, the Finnish reviewers found the novel more familiar than the Swedish reviewers.</p>

<p>This essay is a study about the school introduction of immigrant pupils in the Swedish compulsory school. The purpose if this study is to examine the organisation municipal school introduction for immigrant pupils in the compulsory school in Södertälje. The method I have used is qualitative research method which depends on interviews and analysis of documents.</p><p>The result shows that the municipal is without a plan for the school introduction of the immigrant pupils and that the individual compulsory school has the main responsibility for the school introduction of the immigrant pupils. The result also shows that there is a need of increased teaching of mother tongue. There is also a need of competence development within intercultural pedagogy.</p><p>My conclusions are that a municipal plan for the school introduction of immigrant pupils should increase the immigrant pupils’ possibility to a shorter time of introduction to the compulsory school.</p>