This ethnographic project examines sexual communication and negotiation in the context of the political economy of migration. Using participant observation as well as in-depth and life history interviews and secondary sources, the research goals are to explicate the meanings and practices related to gender and sexuality among the transnational population of mid-life heterosexual Mexicans in New York; map ideologies and practices regarding family size and family planning, including histories of negotiation within the context of relationships and couples, embedded within processes of sexual socialization and historical-political-economic structures in the selected population; map experiences with accessing health care services, in the context of this community of low-wage, undocumented, uninsured workers; and explicate the relationships between gender, sexuality, reproduction, parenthood, and labor migration, within the political economy of Mexican migration to New York. The research population consists of Mexican-born women and men in Queens, New York City, ages twenty-two to forty-five. This project aims to contribute to our understanding of how culture changes through interactions between agents and structures; to contribute to an area of sexuality research that has received insufficient attention, which intersects the fields of gender, migration, demography, and health; to increase our understanding of sexual communication among mid-life cohabiting adult migrants; to identify gaps between service needs and utilization; and to offer suggestions on how to improve health programs and services for this emerging immigrant population.

Yee Ho Wai Howard. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 1998-99, design report." / Appendix not attached. / Synopsis / Acknowledgment / Content / Methodology / PAST / Chapter 1.0 --- BACKGROUNDS / Chapter 1.1 --- Historical background --- p.01 / Chapter 1.2 --- Political background --- p.01 / Chapter 1.3 --- Social background --- p.02 / PRESENT / Chapter 2.0 --- PREAMBLE --- p.03 / Chapter 3.0 --- EXISTING SERVICES PROVIDED TO NEW CITIZENS --- p.04 / Chapter 4.0 --- DEFICIENCIES / Chapter 4.1 --- Existing policy of social welfare subvention --- p.05 / Chapter 4.2 --- Architectural deficiencies of existing new arrivals services --- p.05 / Chapter 4.3 --- Availability of new arrivals services --- p.06 / Chapter 4.4 --- Recommendations from studies on new citizens --- p.06 / Chapter 5.0 --- CLIENT PROFILE / Chapter 5.1 --- Relationship between Government & NG〇s --- p.07 / Chapter 5.2 --- Structures of HKCSS and ISSHK --- p.08 / Chapter 5.3 --- Existing offices of ISSHK --- p.09 / Chapter 5.4 --- Financial status of ISSHK --- p.10 / Chapter 5.5 --- Advantages of indirect involvement of the government --- p.10 / Chapter 6.0 --- USER PROFILE / Chapter 6.1 --- Potential users --- p.11 / Chapter 6.2 --- Migration and adaptation --- p.11 / Chapter 6.3 --- Measurement of adaptation --- p.12 / Chapter 6.4 --- Quota system --- p.12 / Chapter 6.5 --- Profile of new citizens --- p.12 / Chapter 6.6 --- Statistics of post-migration counselling programme (96/04-97/03) --- p.13 / Chapter 6.7 --- Future users --- p.14 / Chapter 7.0 --- SITE / Chapter 7.1 --- Site Selection / Chapter 7.1.1 --- Regionalization Vs Localization --- p.15 / Chapter 7.1.2 --- Site selection criteria --- p.16 / Chapter 7.1.3 --- Proposed site --- p.16 / Chapter 7.1.4 --- Introduction to Shamshuipo --- p.17 / Chapter 7.2 --- Site Analysis / Chapter 7.2.1 --- Location plan --- p.18 / Chapter 7.2.2 --- Site information --- p.19 / Chapter 7.2.3 --- Zoning --- p.20 / Chapter 7.2.4 --- Vehicular traffic --- p.21 / Chapter 7.2.5 --- Pedestrian traffic --- p.22 / Chapter 8.0 --- CONSTRAINTS / Chapter 8.1 --- Context --- p.23 / FUTURE / Chapter 9.0 --- MISSION --- p.24 / Chapter 10.0 --- SCHEDULE OF ACTIVITIES --- p.25 / Chapter 11.0 --- DESIGN DEVELOPMENT --- p.29 / Chapter 11.1 --- Review on 98/09/15 --- p.30 / Chapter 11.2 --- Review on 98/10/16 --- p.31 / Chapter 11.3 --- Review on 98/12/04 --- p.34 / Chapter 11.4 --- Review on 99/01/08 --- p.40 / Chapter 11.5 --- Review on 99/01/29 --- p.45 / Chapter 11.6 --- Review on 99/02/26 --- p.47 / Chapter 12.0 --- FINAL REVIEW --- p.50 / Chapter 12.1 --- Circulation diagram --- p.52 / Chapter 12.2 --- Building regulation compliance --- p.53 / Chapter 12.3 --- Means of escape --- p.54 / Chapter 12.4 --- Building services / Chapter 12.4.1 --- Services area --- p.57 / Chapter 12.4.2 --- AC system --- p.58 / Chapter 12.5 --- Shading device --- p.59 / Chapter 12.6 --- Schedule of accommodation --- p.60 / APPENDIX / ISSUES/GOALS/PERFORMANCE REQUIREMENTS/CONCEPTS / Flexibility / Circulation / Energy efficiency / Image / Interaction / PRECEDENTS / SURVEY ON NEW ARRIVALS FROM CHINA / INTERVIEWS / BIBLIOGRAPHY / Reference and videotape

published_or_final_version / Social Work and Social Administration / Master / Master of Social Sciences

published_or_final_version / Social Work / Master / Master of Social Work

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 dissertation applies place-based assimilation theories to understand the role of the school and other community-based institutions in the lives of immigrant families in a small rural town. The rate of immigration is increasing globally and over time, more and more children and families will be immigrants, finding themselves in a new community, making it imperative to understand the lived experiences of immigrant children and families. For most migrant families with school-aged children the school is the first point of contact in a new community. Thus, the school is well positioned to assist families in the integration process providing them with vital information and connections to resource-rich community-based institutions. This dissertation explores the relationship between families and community-based institutions in Provincetown Massachusetts, a small, coastal, rural community with a significant immigrant population. It is a narrative inquiry that employs qualitative research methods, specifically semi-structured interviews and visual research methods including photographs taken by immigrant students and photo elicitation interviews to answer the following questions: 1) What role does the school play in the process of immigrant families integrating into a new community?; 2) How do community-based institutions help or hinder immigrant families accessing resources and developing a sense of belonging?; 3) In what ways has the current COVID-19 health pandemic affected the work of community-based institutions and immigrant families’ interactions with them? Newly arrived families to Provincetown face food and housing insecurity and a lack of access to health care. There is however, a comprehensive web of community-based institutions with programs and resources to meet those needs. Access to most of these resources requires a referral or connection from an agency like the school, so families are reliant on schools for connection to these institutions. The school has formal mechanisms in place to help families. There are also informal mechanisms in the school to help families. This consists of individual teachers who develop deep and lasting relationships with a particular student and assist this student and his or her family using their own time and resources. This dissertation also explored the ways in which immigrant children in Provincetown find belonging. The children reported that they find belonging in the natural environment, through enrichment activities such as art clubs and sports teams, and through participation in the tourism work force, either by helping family members or beginning to work on their own. There are many institutions that work with the school and families to provide access to this enrichment programming, but there are barriers to participation. Immigrant children are often prevented from participating in enrichment activities outside of school hours because they have to care for younger siblings or lack transportation to and from afterschool events. There is also a disconnect between institutions and families because some institutions struggle to communicate with families. Some institutions have tried to respond to these barriers by providing transportation and parallel programming for siblings. This study also found that the school was the most successful way for institutions to communicate with families because of the well established communication patterns, available translation services and presence of school personnel who have taken an active interest in the outside lives of students. Many solutions in Provincetown are place-specific and the experiences of families in Provincetown are atypical because there are several factors that make Provincetown unique. It is a tourist town with access to financial resources that can fund many institutions and opportunities. The town is small, making the relationship between families and institutions more personal so that individuals and institutions become more invested in the lives and outcomes of individual families in a way that would not be possible in an urban area.

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Social Work / Master / Master of Social Work

The principal aim o f this research study was to examine what immigrants and refugees from Africa experienced as helpful, unhelpful or what would have helped in their recovery from pre-migration trauma. The sample included thirteen self-referred participants residing in the Lower mainland, British Columbia, Canada. Participation in this study was based on the following four criteria. First, the participants were immigrants, refugees and international students from Su-Saharan Africa who arrived in Canada between 1991 and 2003. Second, the participants had experienced trauma in Africa, which they volunteered to share. Third, they confirmed not to be undergoing therapy or psychiatric treatment at the time of the interview. Fourth, participants were to be adults between 20 and 50 years of age. The Critical Incident interviews were utilized to screen the participants, collect and analyze data. Incidents were further organized by placing them on a timeline methodology. The timeline categorizes the low and high points of events that happen in a lifetime according to three main periods, namely; beginning, middle and end of the process of recovery from premigration trauma. Three hundred and twenty eight incidents were formed from 13 interviews including, 140 incidents helpful (42.68%) with the participation rate of 70.77%, 119 unhelpful (36.28%) with the participation rate of 64.10% and 69 would be helpful incidents (21.04), participation rate of 53.85%. Most of the incidents reported by the participants were based on refugee experiences. The findings suggest a mental health intervention that recognizes the social support, beliefs and security. Future research should aspects of culture in the appraisal and healing of trauma as well as tenets of programs based on the context of those served not expert opinion. Experiences of health caretaker, support personnel international students who migrated under the auspices of the host Government's sponsorships need to be examined in order to develop a theory that is grounded on the lived experience. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

published_or_final_version / Social Work / Master / Master of Social Work