Orientador: Rosana Aparecida Baeninger / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-20T20:24:06Z (GMT). No. of bitstreams: 1 Oliveira_GabrielaCamargode_M.pdf: 2400530 bytes, checksum: 7be30ab68dd51ca0d232fac372f08402 (MD5) Previous issue date: 2012 / Resumo: O novo fluxo imigratório para o Brasil, caracterizado pela forte presença de latino-americanos, data de pelo menos 40 anos. Um contingente expressivo de famílias imigrantes se formou em São Paulo, tanto em função do processo de reunificação familiar, quanto devido à formação de novas famílias. Esses processos trazem à tona a questão da segunda geração e a geração 1.5. Conforme definido por Waters, Kasinitz, Mollenkopf (2004), a segunda geração e a geração 1.5 são compostas por pessoas cujos pais eram imigrantes, mas que nasceram ou foram substancialmente criadas no país receptor. Mas apesar da presença visível dessa nova geração em São Paulo, pouco se conhece sobre esses "novos" brasileiros. Esse estudo visa conhecer a segunda geração dos imigrantes latino-americanos na Região Metropolitana de São Paulo. Para tal, analisa as informações do Censo Demográfico 2000 sobre a segunda geração de latino-americanos, a distribuição de estudantes estrangeiros a partir do Censo Escolar 2010 e os dados coletados em pesquisa de campo com alunos de uma escola pública em São Paulo / Abstract: The new immigrant flow to Brazil, characterized by the strong presence of Latin American, dated at least 40 years ago and nowadays an expressive number of families were formed in Sao Paulo city, result of the reunification process and formation of new families. This fact that raises the question about the second and the 1.5 generation of immigrants. As defined for Waters, Kasinitz, Mollenkopf (2004), second and the 1.5 generation are people whose parents were immigrants but who themselves were born or substantially raised in receiving country. But despite the presence of the Latin American second generations in Sao Paulo, especially in many schools, little is known about it. Therefore, this study concerns about the second generation of Latin American in Sao Paulo Metropolitan Area, through the examination of the 2000 Census data e and data collected in field research / Mestrado / Demografia / Mestre em Demografia

The voices and experiences of immigrant and refugee women in Canada have been conspicuously absent from policy issues, programme planning, and mental health literature. However, more immigrant and refugee women than men, from traditional cultures, are considered to have mental health needs, because of risk factors such as stress at the time of migration, and because of Canadian policies and programmes which disadvantage them. This study explores from the consumers perspective the reasons for disparate mental health service utilization between South Asian and Latin American women in Vancouver. Using a cross-sectional, exploratory, case study approach, and a feminist perspective, ten South Asian and ten Latin American women who have used mental health services were interviewed in depth. Sixty percent of the participants were survivors of violence and torture. Five Latin American women were survivors of pre-migration catastrophic stress. Their mental health needs were characterised by traumatic experiences, grieving and depression. Except for the three who were married, they had no traditional support networks. In contrast with the South Asian group they appeared to have less shame and covert behaviour. Mental illness, considered a ‘house secret’, carries great stigma in the South Asian community, and has serious ramifications for the immediate as well as the extended family. Among South Asian participants seven had been subjected to wife battering, and four of their spouses had a substance abuse problem. Their mental health needs were also triggered by traumatic experiences, grieving and depression. The more established South Asian women had extended family living in Vancouver, yet social support was still lacking. Having ‘no one to turn to’ was a pervasive theme across both groups of women; their experiences characterised by loss. Analysis of data exploring the decision to use services illustrates stages in a process of recovery from experienced violence. Post migration domestic violence and pre-migration violence have devastating, life-shattering consequences which require culturally sensitive interventions by social workers and other health care professionals. An obligatory stage in the clinical intervention process is to explore the issue of violence. Finally, policy decisions which impact upon women from ethnocultural communities in Canada must embrace a philosophy which considers well-trained, culturally-sensitive, linguistically—competent workers a priority. / Arts, Faculty of / Social Work, School of / Graduate

The purpose of this study was to describe graduate courses and programs of professional education at selected institutions which emphasized the preparation of educators to work with Blacks, Indians, and Spanish American (EISA). Information from a survey of college and university graduate catalogs and the review of literature was used to select three institutions for an in-depth study. The institutions selected for study were East Texas State University (ETSU) at Commerce, the University of Texas at Austin (UT/Austin), and the University of Texas at San Antonio (UTSA). Although only three institutions were selected for in-depth study, there seems to be evidence to support the following conclusions: (1) there seem to be more courses and programs with emphases on preparing educators to work with BISAs when outside funding is available, (2) continuation of courses and programs to prepare educators to work with BISAs seems to be directly influenced by the interest and involvement of individual instructors, (3) the instructors who were the most interested in preparing educators to work with multicultural groups seem to have larger classes, (4) the ethnic background of the instructor also seems to influence the effectiveness of a course, (5) a nonthreatening learning atmosphere seems to influence open discussions of serious cultural issues, and (6) informal interaction of Anglo, Black, and Mexican American educators seems to be an effective and satisfying type of cultural exchange and develooment of a cultural awareness.