Thesis (D. Min.)--Western Seminary, Portland, OR, 2008. / Abstract. Typescript. Description based on print version record. Includes bibliographical references (leaves 174-180).

Thesis (D. Min.)--Western Seminary, Portland, OR, 2008. / Abstract. Typescript. Description based on print version record. Includes bibliographical references (leaves 226-233).

Thesis (M.S.P.H.)--University of Michigan, 1932.

Thesis (MPhil) -- AUT University, 2008. / Includes bibliographical references. Also held in print (vi, 121 leaves ; 30 cm.) in the Archive at the City Campus (T 428.34 HUR)

Thesis (doctoral)--Universität, Frankfurt. / Includes bibliographical references.

Thesis (D. Min.)--Western Seminary, Portland, OR, 2008. / Abstract. Includes bibliographical references (leaves 174-180).

Thesis (D. Min.)--Western Seminary, Portland, OR, 2008. / Abstract. Includes bibliographical references (leaves 226-233).

Cette thèse doctorale est encadrée par le projet TIES, “The Integration of the European Second Generation” qui a pour objectif d’étudier comparativement différents aspects de l’intégration des jeunes enfants d’immigrés procédant de la Turquie, de l’ex Yougoslavie et du Maroc. Le noyau du projet est une enquête à indicateurs multiples qui a été appliquée sur des descendants et des non descendants d’immigrés internationaux. Le terme “deuxième génération” recouvre des personnes ayant entre 18 et 35 ans avec, au moins, un parent immigré, et nées dans le pays d’immigration de leurs géniteurs. L’enquête a été appliquée dans 15 villes de huit pays européens. Dans chaque ville on a enquêté 250 descendants d’un ou de plusieurs groupes d’immigrés et 250 descendants de non immigrés. Le questionnaire organisé en modules, embrasse un grand éventail de sujets. En Espagne ont participé 1000 personnes au total: 500 descendants et 500 non descendants d’immigrés marocains et le travail de terrain a été complété entre les mois de janvier et décembre 2008. Etant donné que l’Espagne ne possède ni statistiques officielles ni études précédentes d’envergure sur les enfants adultes d’immigrés nés dans le pays, l’échantillon TIES constitue une importante source de connaissance de ce groupe d’habitants.L’Institut Universitaire d’Études sur les Migrations (Madrid, Espagne), responsable de la mise en place de l’enquête TIES en Espagne, est par ailleurs l’institution d’accueil pour la réalisation de cette thèse doctorale. Ceci grâce au fait que le projet TIES était associé au Marie Curie Research Training Network (TIES-RTN), d’une durée de trois ans. La thèse est inscrite en accord de cotutelle entre l’Université de Paris Ouest-La Défense (ancienne Paris X-Nanterre, France) et l’Université de Buenos Aires (Argentine). Elle est dirigée respectivement par les Docteurs Maria Eugenia Zavala de Cosio et Susana Novick. Le diplôme décerné est celui de Docteur en Démographie et Sociologie. / This thesis is in line with the European comparative research project named TIES -The Integration of the European Second Generation, about the integration of young adult children of immigrants from Turkey, former Yugoslavia and Morocco. We analyse data from the Spanish TIES survey which was conducted in Barcelona and Madrid in 2008 and applied to 500 Children of Moroccan Immigrants (CMI) and 500 members of the comparison group of national origin. The aim of the thesis is to determine whether the labour market factors that make the immigrants vulnerable are replicated in the next generation, or otherwise the integration of the “second generation” is taking place in similar conditions to those of most Spaniards. Social capital and ethnic discrimination are incorporated into the analysis as intervening variables. The CMI “inherit” from their parents a social origin linked to the lower class, and their membership of a strongly stigmatized minority group. At the same time, these young people have, in principle, some crucial resources that should enable them to reach a better social status than their parents’ one: educative paths and the rights of citizenship equal to most of their Spanish peers. Our results show that the CMI share with the majority group similar labour market statuses. However, the CMI go through a labour market transition that will probably reduce their future opportunities for upward mobility. We carried out some multivariate analyses that added explanatory power with regard to the importance of the immigrant origin on labour market integration. The labour market penalizes the younger workers without work experience, regardless of their skills and migration background. The use of social capital to get a job is associated with lower skilled occupations and early ethnic networks. Moreover, these personal contacts do not guarantee to reach advantageous positions in the labour market. Barcelona appears to be a more hostile context towards some minority groups to which the CMI may feel to belong. Nevertheless, the respondents in Barcelona do support the anti-discrimination policies. In short, the formation of ethnic minorities resulting from the international migration is a phenomenon “under construction” in Spain. In that context, the children of immigrants may play a major role in the social construction of ethnicity, as far as they begin to occupy specific positions in the labour market stratification. This may nourish, for instance, the hypothesis of the “new ethnic proletariat” growth. Spain faces the challenge to move over from the “immigration” rhetoric to a new rhetoric based on the “ethnic groups”. In any case, it seems obvious that insisting on the idea of the immigration as being a social problem is an obstinate risk. This might attach the new “second generations” to a stereotype and to a social position which merely reduce the life opportunities they deserve. The case studied here is exemplary in the Spanish context, since it can provide with useful knowledge tools vis-à-vis the history of the more recent groups of immigrants arrived from diverse origins and their descendants.

It is becoming increasingly common for current-day migrants to build transnational connections transcending national borders. Amongst recent immigrants from Taiwan to Canada, an "astronaut" type of family arrangement has emerged. In the "astronaut" families, either one or both parents continue working in Taiwan to maximize the financial resources of the family, while the children reside in Canada. These children affected by transnational migration between Canada and Taiwan no longer experience a radical break from their place of origin—Taiwan. Instead, both the settlement society and their ethnic origin have continually informed the processes of these children's home-making and identity development. Based on eleven individual interviews conducted in Greater Vancouver regional district of British Columbia, Canada between June and September, 2001, this study explores the impact of transnational family arrangements on children's lives, and children's.senses of home and identity. Findings suggest that the families of the children interviewed undergo a reconfiguration of the traditional family structure, a reconfiguration based on the establishment of various transnational connections linking family in Taiwan and family in Vancouver. The new transnational family structure is operating within new forms of interdependence between family members and within changing family relationships. The transnational family arrangement has affected how the children define "home" and where they consider to be "home". The children's senses of home are influenced by the interaction between their quotidian experiences in Vancouver and their transnational connections with Taiwan. In terms of identity, the children interviewed reveal a persistence of Taiwanese identity over time and at the same time a fluctuation in the intensity of their Taiwanese identity. The main factors affecting the children's senses of identity are: cross-cultural contacts they have experienced in Vancouver, the significant flow of people and cultural items from Taiwan to Vancouver, and the primordial attachment to their place of origin. The children have learned to negotiate within "astronaut" families. They have become new kinds of "transnational" people—those who can situate themselves somewhere between being Taiwanese and being Canadian and yet, be both. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2005. / This investigation form part of an international about the facilitative role of school management regarding the emergence of immigrant children at schools The purpose of this study is to determine how selected school communities respond to their role with regards to the management and facilitation of immigrant learners in schools. In order to accomplish this, both quantitative and qualitative research methods were used. Descriptive survey techniques were applied on the basis of their flexibility. Questionaires, informal discourse, formal interviews and the case study were utilised to establish the opinions, attitudes, preferences and perceptions of communities regarding the immigration of learners. This was done against the backdrop of an extensive and comprehensive literature review. Throughout the study an attempt was made to remain as faithful as possible to the facts through empirical research, and to minimise prejudice, stereotyping and preferences through using rational thinking. Internal testing was used to ensure validity and reliability. According to the current research, the responses regarding migration by learners are very diverse. The responses are realised within the following contexts: accessibility or inaccessibility of schools, culture, politics, ideology, ethnicity, religion, language and even racial classification. Although geographical location is not a significant factor, social stratification patterns as well as the status play a role in this regard. The researcher concludes that the targeted school communities still lack the expertise, experience and ability to handle, facilitate and settle issues relating to multi-cultural diversity. Research findings show that this state of affairs is largely due to a lack of undestanding of transformation in the school context as well as regarding the implementation and execution of this transformation.