Among the children of immigrants in the United States, the children of migrant farmworkers are at significant risk of not finishing high school. These children deal with challenging socioeconomic conditions specific to their migratory lifestyle and living situations, which negatively impact their schooling experience. Migrant families' cultural diversity plays a significant role in the adjustment and integration of migrant students in schools as they transition into a host educational community. Conflicts between migrant families and schools sometimes occur because of cultural differences regarding the characteristics of interpersonal relationships, standards of behavior, students' cultural identity, and the objectives of education. This qualitative study examines cultural aspects that Latino migrant students describe as part of their cultural identity, including their experiences as migrants and participants in Oregon Migrant Education Program. The aim is to illustrate the cultural elements that Latino migrant students consider when making academic or professional choices after high school.

The purpose of this study was to investigate the level of communication-satisfaction within and between institutions that are responsible for the administration of AMEP in the ACT. These institutions are: The TAFE Colleges Office of ACT Further Education and The Department of Immigration and Ethnic Affairs. Data were collected from the educators and administrators. Two questions were addressed and four hypotheses were tested, which addressed themselves to the following aspects of communication: corporate perspective personal feedback organizational integration relation with supervisor communication climate horizontal communication media quality relation with subordinates. The general conclusion drawn from the study was that the institutions that are responsible for the administration of AMEP in the ACT operate at different levels (i.e. policy, implementation and operations) and experience difficulty with communication between institutional boundaries. However, there is little relation between the level of individual perception within and between institutions.

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The increase in international mobility driven by globalization has led to a profound impact on education worldwide, as evidenced by a 26% rise in the number of school-aged children with migrant and refugee backgrounds since 2000. This global trend has presented challenges for educational institutions in both countries with traditionally high immigrant populations and those previously considered homogeneous. Japan has long been regarded as a culturally homogeneous society. However, due to an aging society and labor shortages, the country has witnessed a surge in immigration and increased cultural diversity. Nevertheless, the current education systems in Japan are not designed to accommodate this diversity, resulting in the marginalization of minority groups within school settings. In response to this issue, this study utilized a biographical approach to investigate the lived experiences of seven second-generation immigrants (SGIs) in Japan. By employing thematic analysis, a comparative analysis of the collected life stories was conducted. The findings underscore the prevalence of various forms of “Othering” within educational institutions and society at large. As a result of Othering, SGIs often find themselves occupying a liminal space where dual ethnic identities develop concurrently, leading to a simultaneous sense of belonging and otherness. Additionally, the results revealed instances of agency among SGIs, wherein they embraced their ethnic minority status as a means of positive self-positioning, distanced themselves from certain ethnic minority group categorizations, or refused any social categories. This research provides valuable insights into the complexities of Japanese migration society, shedding light on the prevailing Othering practices and the strategies employed by SGIs in navigating their identity construction in response to Othering phenomena.

In this study, a grounded theory in a qualitative research design was developed to extend the knowledge base of positive parenting practices in homes of Migrant students. The study examined: (a) parenting practices in homes of high-achieving preadolescent students, (b) the impact of high mobility and school transitions, (c) family language and literacy practices, (d) cultural and historical contexts of parenting practices, and (e) parents' perspectives about what is happening in the schools. Literature was reviewed to learn about families of cultural and linguistic diversity from middle class Anglo students and staff. Categories that developed from the research of literature included: (a) education and the future, (b) family literacy and learning, (c) mentors and role models, and (d) family values and family communication. Interviews were conducted after cross-cultural research techniques were used to decenter the languages. Parents of fourteen students responded to the interviews and a checklist for the home learning environment. Three administrators were interviewed to gain their perspective of the school program for Migrant students and opportunities for parent involvement. The findings were reported in three categories: (a) parenting practices in the home, (b) parent perspective of school learning environments, and (c) the home-school partnership. Conclusions were based on the parents' responses, but most responses related literacy and learning directly to the school. School administrators provided information about basic programs and supplementary services. Six recommendations were made to other parents of Migrant students and for administrators and other school leaders. Recommendations to parents included: (a) specific and direct communication with children from an early age, (b) support for children's homework, schoolwork, and other responsibilities, and (c) counseling about positive mentors, role models, and friends. Recommendations for administrators included: (d) the need for early childhood education programs, services, and communication with parents, (e) provision of extra-curricular activities for all preadolescent students, and (f) a school culture that welcomes and encourages cultural and linguistic diversity.