Inappropriate child rearing practices as perceived by jewish immigrant parents from the former soviet union

1999 ◽  
Vol 23 (5) ◽  
pp. 487-499 ◽  
Author(s):  
Ron Shor
2010 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Dina Birman ◽  
Irena Persky ◽  
Wing Yi Chan

The current paper explores the salience and impact of ethnic and national identities for immigrants that are negotiating more than two cultures. Specifically, we were interested in the ways in which Jewish immigrant adolescents from the former Soviet Union integrate their Russian, Jewish, and American identities, and to what extent identification with these three cultures predicts adaptation to varied life domains. In order to examine whether being Jewish has an impact on salience and predictive value of Russian and American identities, a sample of Jewish adolescents (n = 100) was compared with a sample of non-Jewish (n = 113) adolescent immigrants from the former Soviet Union. The study suggests that Jewish and non-Jewish adolescent immigrants differ in levels of Russian and American identity. Further, using structural equation modeling a bicultural model for Jewish and non-Jewish adolescents was tested. The results suggest that these two groups do not differ with respect to how Russian and American identities impact on adjustment. However, adding Jewish identity to the model for the Jewish sample significantly improved model fit, and rendered some of the impact of Russian identity non-significant. Thus a multicultural model that included all three identities had better explanatory power for this sample than a bicultural one. Implications for the study of ethnic identity of immigrants, particularly those whose lives involve multiple cultural affiliations, are drawn.


2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Ron Shor

One of the barriers which immigrant parents may encounter in the process of acculturation into their new country is differing expectations about ways in which teachers and other professionals involved in the educational system should relate to their children’s misbehavior. To examine the potential sources of conflicts relating to disciplinary measures, a comparative study utilizing a qualitative methodology was conducted with 65 immigrant parents from Latin America in Canada and with 103 immigrant parents from the Former Soviet Union in Israel. The findings indicate that, in the two samples, participants experienced differences between their expectations about the way in which teachers should handle student misbehavior and the actual behavior of the teachers. The differences which the immigrant parents indicated could be characterized primarily as culturally based disagreements about (a) the types of misbehaviors which justify intervention by teachers, (b) the kind of disciplinary measures which should be used, (c) the factors that should be considered when deciding about disciplinary actions, and (d) the lack of sensitivity to the impact of immigration related difficulties on the behavior of children. The immigrants’ current expectations of teachers’ behavior was based on their experiences in their country of origin, and these were often in contradiction with the common approach in Canada and Israel. Ways of developing reciprocal channels of communication between professionals in schools and kindergartens and immigrant parents are suggested in order to overcome barriers and bridge gaps in communication.


2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Ron Shor

One of the barriers which immigrant parents may encounter in the process of acculturation into their new country is differing expectations about ways in which teachers and other professionals involved in the educational system should relate to their children’s misbehavior. To examine the potential sources of conflicts relating to disciplinary measures, a comparative study utilizing a qualitative methodology was conducted with 65 immigrant parents from Latin America in Canada and with 103 immigrant parents from the Former Soviet Union in Israel. The findings indicate that, in the two samples, participants experienced differences between their expectations about the way in which teachers should handle student misbehavior and the actual behavior of the teachers. The differences which the immigrant parents indicated could be characterized primarily as culturally based disagreements about (a) the types of misbehaviors which justify intervention by teachers, (b) the kind of disciplinary measures which should be used, (c) the factors that should be considered when deciding about disciplinary actions, and (d) the lack of sensitivity to the impact of immigration related difficulties on the behavior of children. The immigrants’ current expectations of teachers’ behavior was based on their experiences in their country of origin, and these were often in contradiction with the common approach in Canada and Israel. Ways of developing reciprocal channels of communication between professionals in schools and kindergartens and immigrant parents are suggested in order to overcome barriers and bridge gaps in communication.


2019 ◽  
Vol 8 (3) ◽  
pp. 86 ◽  
Author(s):  
Marina Morgenshtern

In dominant western society, we tend to interpret the experiences of immigrant women as emancipation and liberation, rather than as the complex experiences of subjects acting within several hegemonic systems. While intersectional and transnational feminism led to questioning this view through the discussion of the challenges faced by immigrant women from developing countries, their counterparts from socialist countries have been largely ignored. To address this gap, this article focuses on the employment and social reproduction experiences of 11 white, professional, heterosexual, immigrant Jewish women from the former Soviet Union (FSU) who are now living in Toronto, Canada. The data used in this article was collected as part of a study on lived experiences of Jewish immigrant couples from FSU in Toronto. This study utilized intersectional feminist analysis as a theoretical framework and combined the qualitative methodologies of Testimonio and Oral History. This data suggests that, for these women, immigration had mixed outcomes. Although the material conditions of their lives may have changed, the traditional moral associations between femininity, domesticity, and maternity remained strong. Apparent heterosexual privilege both challenged and reinforced their subordination, in that it facilitated their access to Canadian education and professional jobs and promoted their social legitimacy/status, while also resulting in greater subordination at work and home where they had more tasks to fulfill than in premigration life. These findings challenge the monolithic representation of immigrant women’s experience and enhance our ability to generate a more comprehensive theory of those experiences.


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