Migration, Familial Challenges, and Scholastic Success: Mobilities Experiences of 1.5-Generation Filipinos in France

2015 ◽  
pp. 59-86 ◽  
Author(s):  
Asuncion Fresnoza-Flot
Keyword(s):  
1.5 Generation ◽  
Scholastic Success

Diversity in osteopathic medical school admissions and the COMPASS program

2021 ◽  
Vol 121 (2) ◽  
pp. 157-161
Author(s):  
Nadege Dady ◽  
Kelly Ann Mungroo ◽  
Ta’Loria Young ◽  
Jemima Akinsanya ◽  
David Forstein
Keyword(s):  
New York ◽  
Racial Disparity ◽  
The United States ◽  
Allopathic Medicine ◽  
Osteopathic Medicine ◽  
Underrepresented Minority ◽  
Medical School Admissions ◽  
Support Strategy ◽  
Scholastic Success ◽  
College Of Osteopathic Medicine

Abstract In the United States, the 37 colleges of osteopathic medicine and 154 schools of allopathic medicine face challenges in recruiting underrepresented minority (URM) applicants, and gaps in racial disparity appear to be widening. In this Special Communication, the authors describe a URM recruitment and support strategy undertaken in 2015 through a special interest group called Creating Osteopathic Minority Physicians who Achieve Scholastic Success (COMPASS) at the Touro College of Osteopathic Medicine—New York.

scholarly journals Not a Country or a Stereotype: Latina LDS Experiences of Ethnic Homogenization and Racial Tokenism in the American West

Religions ◽  
2021 ◽  
Vol 12 (5) ◽  
pp. 333
Author(s):  
Brittany Romanello
Keyword(s):  
Legal Status ◽  
Latter Day Saints ◽  
Immigrant Incorporation ◽  
White Family ◽  
1.5 Generation ◽  
Cultural Heterogeneity ◽  
The Us ◽  
Lds Church ◽  
Progressive Policy ◽  
The Church

The Church of Jesus Christ of Latter-Day Saints (LDS), also called Mormonism, has experienced rapid changes in its US demographics due to an influx of Latinx membership. The most recent growth in the US church body has been within Spanish-speaking congregations, and many of these congregant members are first or 1.5-generation immigrant Latinas. Using ethnographic data from 27 interviews with immigrant members living in Utah, Nevada, and California, LDS Latinas reported that while US Anglo members did seem to appreciate certain aspects of their cultural customs or practices, they also reported frequently experiencing ethnic homogenization or racial tokenization within US Church spaces and with White family members. Our findings indicate that the contemporary LDS church, despite some progressive policy implementations within its doctrinal parameters, still struggles in its ever-globalizing state to prioritize exposing White US members to the cultural heterogeneity of non-White, global LDS identities and perspectives. Latina LDS experiences and their religious adjacency to Whiteness provide a useful lens by which researchers can better understand the ways in which ethnic identity, gender, legal status, and language create both opportunities and challenges for immigrant incorporation and inclusion within US religious spaces and add to the existing body of scholarship on migration and religion.

scholarly journals Exploring the Role of Family and School as Spaces for 1.5 Generation South Korean’s Adjustment and Identity Negotiation in New Zealand: A Qualitative Study

2020 ◽  
Vol 17 (12) ◽  
pp. 4408
Author(s):  
Su Yeon Roh ◽  
Ik Young Chang
Keyword(s):  
New Zealand ◽  
Identity Negotiation ◽  
Identity Status ◽  
Traditional Values ◽  
The South ◽  
1.5 Generation ◽  
South Korean ◽  
The Family ◽  
Home And School ◽  
At Home

To date, the majority of research on migrant identity negotiation and adjustment has primarily focused on adults. However, identity- and adjustment-related issues linked with global migration are not only related to those who have recently arrived, but are also relevant for their subsequent descendants. Consequently, there is increasing recognition by that as a particular group, the “1.5 generation” who were born in their home country but came to new countries in early childhood and were educated there. This research, therefore, investigates 1.5 generation South Koreans’ adjustment and identity status in New Zealand. More specifically, this study explores two vital social spaces—family and school—which play a pivotal role in modulating 1.5 generation’s identity and adjustment in New Zealand. Drawing upon in-depth interviewing with twenty-five 1.5 generation Korean-New Zealanders, this paper reveals that there are two different experiences at home and school; (1) the family is argued to serve as a key space where the South Korean 1.5 generation confirms and retains their ethnic identity through experiences and embodiments of South Korean traditional values, but (2) school is almost the only space where the South Korean 1.5 generation in New Zealand can acquire the cultural tools of mainstream society through interaction with English speaking local peers and adults. Within this space, the South Korean 1.5 generation experiences the transformation of an ethnic sense of identity which is strongly constructed at home via the family. Overall, the paper discusses that 1.5 generation South Koreans experience a complex and contradictory process in negotiating their identity and adjusting into New Zealand through different involvement at home and school.

“I can come up with more things when I’m happy, or especially when I’m angry”

2021 ◽  
Author(s):  
Beatrice Venturin
Keyword(s):  
Second Language ◽  
First Language ◽  
Structured Interviews ◽  
English As Second Language ◽  
1.5 Generation ◽  
Language Dominance ◽  
Emotional Resonance ◽  
Expression Of Emotions

Abstract This study examines language preferences to express anger and happiness among 15 Russian Australians belonging to the 1.5 generation, who acquired Russian as first language (L1) and English as second language (L2), after migration during childhood. While most research into these topics has focused on L1-dominant bilinguals, this study offers a novel perspective, as 1.5-generation migrants are generally L2-dominant or multidominant (L1+L2-dominant), and possibly L1 attriters. Semi-structured interviews were conducted and underwent qualitative thematic analyses. From the results it emerges that these speakers mostly express emotions in the L2 or both languages, in line with their language dominance, but their choices do not seem to relate to language emotionality, as the L1 maintains the highest emotional resonance for them. While research on multilinguals’ expression of emotions has mainly focused on anger, this study calls attention to the expression of happiness, and points to the importance of L2-dominant and multidominant multilinguals.

Scholastic Success

2013 ◽  
Vol 29 (1) ◽  
pp. 40-53 ◽  
Author(s):  
Luke A. Downey ◽  
Justine Lomas ◽  
Clare Billings ◽  
Karen Hansen ◽  
Con Stough
Keyword(s):  
Scholastic Success

scholarly journals Belonging in Brexit Britain: Central and Eastern European 1.5 generation young people's experiences

2018 ◽  
Vol 25 (1) ◽  
pp. e2205 ◽  
Author(s):  
Naomi Tyrrell ◽  
Daniela Sime ◽  
Claire Kelly ◽  
Christina McMellon
Keyword(s):  
Eastern European ◽  
1.5 Generation

scholarly journals Growing Up to Belong Transnationally: Parent Perceptions on Identity Formation Among Latvian Emigrant Children in England

2019 ◽  
pp. 145-161
Author(s):  
Daiga Kamerāde ◽  
Ieva Skubiņa
Keyword(s):  
National Identity ◽  
Identity Formation ◽  
Country Of Origin ◽  
Migrant Children ◽  
Growing Up ◽  
Transnational Identity ◽  
Transnational Identities ◽  
1.5 Generation ◽  
English Dominant ◽  
Generation Migrant

Abstract As a result of the wide availability of social media, cheap flights and free intra-EU movement it has become considerably easier to maintain links with the country of origin than it was only a generation ago. Therefore, the language and identity formation among children of recent migrants might be significantly different from the experiences of children of the previous generations. The aim of this paper is to examine the perceptions of parents on the formation of national and transnational identity among the ‘1.5 generation migrant children’ – the children born in Latvia but growing up in England and the factors affecting them. In particular, this article seeks to understand whether 1.5 generation migrant children from Latvia construct strong transnational identities by maintaining equally strong ties with their country of origin and mother tongue and, at the same time, intensively creating networks, learning and using the language of the new home country. The results of 16 semi-structured in-depth interviews with the parents of these children reveal that the 1.5 generation Latvian migrants are on a path of becoming English-dominant bilinguals. So far there is little evidence of the development of a strong transnational identity among 1.5 generation migrant children from Latvia. Instead, this study observed a tendency towards an active integration and assimilation into the new host country facilitated by their parents or occurring despite their parents’ efforts to maintain ties with Latvia. These findings suggest that rather than the national identity of the country of origin being supplemented with a new additional national identity – that of the country of settlement – the identity of the country of origin becomes dominated by it instead.

scholarly journals EXECUTIVE FUNCTIONS IN EARLY CHILDHOOD: A MAJOR LEVER FOR THE HEALTHY AND BALANCED DEVELOPMENT OF PRESCHOOL CHILDREN

2021 ◽  
Vol 03 (03) ◽  
pp. 198-208
Author(s):  
Ihsane DAHANE
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Cognitive Development ◽  
Executive Functions ◽  
Cognitive Skills ◽  
Intervention Program ◽  
Preschool Education ◽  
Study Participant ◽  
Balanced Development ◽  
Scholastic Success

The early childhood is considered as one of the decisive stages in a child’s life. It’s viewed as the first building block that shapes the child’s personality in all its aspects, as this is when the child begins to deal with his external surrounding. Moreover, during this period the child's awareness grows towards autonomy. He starts to rely on himself in his actions and movement confidently. What the child experiences in his first years, shapes all his upcoming learnings. For instance, during the preschool, the child starts acquiring new principles and grasps some abstract concepts like solidarity, participation, socialization … The institution also works on promoting all the skills which are related to artistic creativity, recreational and educational activities. And since the intervention at this stage has a great impact on the child’s scholastic success, Its consequences positively affect the child’s health and behavior, as well as his cognitive and mental development. Thus, the recent studies have shed light on the child's cognitive development in early stages. And focused mainly on understanding and identifying the factors affecting this development. A reference should be made that the child's cognitive development is crucially related scholastic success. That’s to say, by promoting the executive functions (inhibition - cognitive flexibility – memory – planning and organizing…) at the very early childhood stage is regarded as the cornerstone for building a child’s cognitive skills and acquiring social behavior. This research study aims to explore the children’s executive functions state at their early childhood stage (preschool children) in order to identify the strengths and weaknesses which needs intervention. The study was implemented by using the CHILDHOOD EXECUTIVE FUNCTIONING INVENTORY (CHEXI) FOR PARENTS AND TEACHERS. The study participant were 150 children, divided among 10 educators in the second preparatory level at 4 different schools. The latter are part of (The Moroccan Foundation for the Promotion of preSchool education) in the Rabat region. It was concluded that the executive functions of preschool children still need further reinforcement and development by setting up an intervention program.

scholarly journals Children of Romanian Migrants between “Here” and “There”: Stories of Home Attachment

2015 ◽  
Vol 13 (1) ◽  
pp. 3-27 ◽  
Author(s):  
Roxana Bratu
Keyword(s):  
Qualitative Study ◽  
Home Country ◽  
Subjective Assessment ◽  
Family Migration ◽  
Immigrant Status ◽  
1.5 Generation ◽  
East Region ◽  
The Family ◽  
Different Types ◽  
Multiple References

Abstract By analysing interviews from a larger qualitative study conducted in a Romanian village (Vulturu, Vrancea County) from the South-East region of the country, this paper explores the ways Romanian migrants’ children who were born in the country of origin but migrated to Italy or the so-called 1.5 Generation (Rumbaut 2002; 2012) talk about their ties with the home country. In other words, is Romania presented as more - or something else - than the original homeland? The study analyses the concept of home attachment in terms of transnationalism understood as affective ties (Huynh and Yiu 2012; Paraschivescu 2011). Based on evidence from interview data a typology of attachment to the home country is outlined and further discussed. The results point to the conclusion that the issue of attachment to the home country is discursively constructed by respondents both explicitly and implicitly by multiple references to the family migration project and their immigrant status at destination. Moreover, I argue that the different types of attachment identified in the interviewees’ discourses are mediated by the subjective assessment of the integration experience into the host country.

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