The Unfamiliar and the Indeterminate: Language, Identity and Social Integration in the School Experience of Newly-Arrived Migrant Children in England

We used structural equation modeling to examine the influencing factors and mediating mechanism in the process of migrant children's social integration. Participants were 437 migrant children in Shanghai. The results showed that as a risk factor, perceived discrimination had a significant negative effect on the migrant children's social integration. Intergroup permeability had a mediation effect in the relationship between migrant children's perceived discrimination and social integration. Self-esteem moderated the mediation effect of intergroup permeability, and the strength of this mediation impact increased as the level of self-esteem did. Thus, intergroup permeability had a moderating mediation effect on the social integration of migrant children.

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The Effect of Parental Social Integration on the Physical Examination Utilization for Young Migrant Children: A National Cross-Sectional Study in China

Frontiers in Public Health ◽

10.3389/fpubh.2021.755726 ◽

2022 ◽

Vol 9 ◽

Author(s):

Zhengyue Jing ◽

Shiya Zhang ◽

Nan Zhang ◽

Mei Sun ◽

Chengchao Zhou

Keyword(s):

Physical Examination ◽

Social Integration ◽

Service Utilization ◽

Healthcare Service ◽

Health Management ◽

Sense Of Self ◽

Secondary Data ◽

Migrant Children ◽

Dynamic Monitoring ◽

Cross Sectional

Purpose: Physical examination is a key component of child health management. Migrant children are a vulnerable group with lower healthcare service utilization, and this study aims to explore the effect of parental social integration on the physical examination service utilization for young migrant children under 6 years old in China.Method: This study conducted a secondary data analysis of the 2014 National Internal Migrant Dynamic Monitoring Survey in China. A total of 2,620 participants were included in this study. A total of 22 indicators were selected to measure social integration. Multivariate logistic regression was used to explore the association between parental social integration and physical examination use of young migrant children.Results: More than half (66.4%) of the migrant children aged 0–6 years had used free physical examination. Parental social integration, especially structural integration, was associated with the physical examination utilization of migrant children. Specifically, those migrant children's parents who had medical insurance (P < 0.05; OR = 1.29), who had participated in local activities (P < 0.001; OR = 1.98), who had registered local residents as neighbors (P < 0.05; OR = 1.34), and who had a deep sense of self-identity (P < 0.05; OR = 1.09) were more likely to take children to use physical examination.Conclusions: This study provided evidence that parental social integration was associated with migrant children's physical examination utilization, and this association was multifaceted, lying in the dimensions of economic, structural, and psychological integration. Improving the social integration of migrant parents would be effective to enhance the migrant children's healthcare service utilization.

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Education of migrant children as a contribution to Russia’s future

Upravlenie ◽

10.26425/2309-3633-2021-9-3-137-146 ◽

2021 ◽

Vol 9 (3) ◽

pp. 137-146

Author(s):

A. Kh. Rakhmonov

Keyword(s):

Social Integration ◽

Education System ◽

Knowledge Society ◽

Russian Language ◽

Migrant Children ◽

Russian Society ◽

Migrant Families ◽

The World ◽

The Future ◽

And Migration

The article explores the relationship between education and migration, statistics of children from migrant families in educational institutions in Russia, access to education for children from migrant families in Russia, and the integration of migrant children in schools in Russia. Recommendations on state interaction with the children of migrants are offered. Population movements and migration processes are an integral part of human history. Another modern phenomenon, globalisation, entails fundamental changes in the world and the world market. Migration is a constant concomitant phenomenon of these changes. Education plays a crucial role in supporting third-country migrants in adapting to a new country and culture as well as in building social relations in their host communities. Education is a key resource for participating in the economic, social, political and cultural life in today’s education and knowledge society.Experience has repeatedly shown that differences in occupational status and chances on the labour market and associated income, social welfare living standards and public reputation, as well as differences in political, social and cultural participation, are linked to differences in educational attainment.Social integration of migrants through participation in the institutions of the host society, such as the education system and the labor market, is undoubtedly one of the most significant social problems in Russian society. For migrant children, language and structural assimilation in the education system in the sense of formal equality of opportunity are key to social integration in the host country.The main donor countries, from which most people migrate to Russia, are primarily the CIS countries. About 30 % of the total flow of migrants in Russia, finding with family and children. The birth rate among migrants is higher than local ones. Accordingly, Russia faces a big challenge, led by migrant children, from whom it can get a big contribution in the future, if they get a good education.The main problems faced by migrant children in Russian schools are lack of knowledge of the Russian language, discrimination, refusals of enrolment, etc. The aim of the study is to examine the educational situation of migrant children in Russian schools, as well as their education as a contribution to the future of Russia.

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Sociological Perspectives on Migrant Children's Education

Advances in Early Childhood and K-12 Education - Sociological Perspectives on Educating Children in Contemporary Society ◽

10.4018/978-1-7998-1847-2.ch005 ◽

2020 ◽

pp. 107-137

Author(s):

Dante Castillo ◽

Alejandro Vega-Muñoz

Keyword(s):

Metropolitan Area ◽

School System ◽

Social Impact ◽

Qualitative Approach ◽

Migrant Children ◽

School Experience ◽

Sociological Perspective ◽

The Social ◽

Inclusive School ◽

Formal School

This chapter aims to analyze from a sociological perspective the process of schooling for migrant children based on the observed relationships among students in order to provide inputs to strengthen the dynamics of the Chilean inclusive school system. Its thematic relevance lies in the social impact on minorities of social exclusion in their school experience and its impact on social integration. Through a qualitative approach in five communes of the Santiago metropolitan area (Chile) that concentrate a high migrant population (Bolivian, Colombian, Dominican, Haitian, and Peruvian), the results show the complex social and school reality associated with migration and permanence in the formal school system and migrant group inclusion difficulties in the daily dynamics.

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