Civic engagement and self-empowerment of second-generation Vietnamese in Czechia

2021 ◽  
pp. 011719682110405
Author(s):  
Tereza Freidingerová ◽  
Barbora Nováková
Keyword(s):  
Role Models ◽  
First Generation ◽  
Second Generation ◽  
Participant Observation ◽  
Self Confidence ◽  
Generation Immigrant ◽  
Immigrant Organizations ◽  
Vietnamese Community ◽  
Czech Society ◽  
Depth Interviews

The first cohort of Czech second-generation Vietnamese has only recently reached adulthood. Raised by Czech nannies, they received early socialization into Czech society, while Vietnamese culture remained unfamiliar. With this childhood experience, the generation grew into young adulthood questioning their identity/identities. Caught between social and normative pressures from both the Vietnamese community and Czech society, the formation of associations by second-generation Vietnamese can be a means to respond to their disadvantaged position. Based on in-depth interviews with leaders of these associations and participant observation of their activities, the article examines the goals and activities of second-generation associations (SGAs) and compares them with first-generation immigrant organizations. SGAs are shown to fill the gap of parents as key role models of socialization in Czech society and as platforms to enhance the self-confidence and sense of social responsibility of second-generation Vietnamese in Czechia.

Are They Really Different: The Entrepreneurial Process from the Perspective of First and Second Generation Immigrant Entrepreneurs

2017 ◽  
Vol 25 (03) ◽  
pp. 263-295 ◽  
Author(s):  
Maria Chababi ◽  
Samia Chreim ◽  
Martine Spence
Keyword(s):  
First Generation ◽  
Second Generation ◽  
Opportunity Identification ◽  
Immigrant Entrepreneurs ◽  
Generation Immigrant ◽  
Institutional Structures ◽  
First And Second Generation ◽  
Depth Interviews ◽  
Research And Policy

There is limited research on similarities and differences in entrepreneurial experiences of first and second generation immigrant entrepreneurs. Using in-depth interviews with Lebanese entrepreneurs in two Canadian cities, we analyze how entrepreneurs belonging to two different generations of immigrants experience and enact opportunity identification and assessment, and business development and operation. The analysis shows that first and second generation immigrant entrepreneurs diverge in their views of macro-institutional structures (such as regulation), risk, trust, and the role of divine providence in the entrepreneurial venture. The findings highlight the importance of understanding how first generation immigrant entrepreneurs’ past frames — developed in the pre-migration context — interact with the environment in the country of settlement in shaping entrepreneurial undertaking. The study also highlights second generation immigrant entrepreneurs’ perceived similarities to and differences from mainstream entrepreneurs. Implications for research and policy are addressed.

Immigrant-Origin Students in Community College: How Do They Use Their Time on Campus?

2019 ◽  
Vol 121 (7) ◽  
pp. 1-48
Author(s):  
Edwin Hernandez ◽  
Carola Suárez-Orozco ◽  
Janet Cerda ◽  
Olivia Osei-Twumasi ◽  
Monique Corral ◽  
...  
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Peer Relationships ◽  
First Generation ◽  
Second Generation ◽  
The United States ◽  
Foreign Born ◽  
Grade Point ◽  
Class Time ◽  
Generation Immigrant

Background Immigrant-origin students are the fastest growing new population in community colleges, making up nearly a third of the community college population. To date, little is known about how immigrant-origin students make use of their time on community college campuses. Purpose This study sought to understand in what ways and to what extent immigrant-origin students—defined as first-generation (foreign-born) or second-generation (born in the United States to immigrant parents)—used their out-of-class campus time at three urban community colleges. We examined the following quantitative questions: How much time do students report spending on campus doing what activities? What is the demographic variation in these patterns (according to immigrant generation, ethnicity/race, and gender)? What factors predict how much overall time immigrant-origin students spend on campus? What is the effect of academically productive time spent on campus on grade point average for immigrant-origin students? We also explored the following qualitative questions: What do immigrant-origin community college students say about the time they spend on campus? What insights do they have as to what impedes or facilitates their spending (or not spending) time on campus? Research Design The study proposed a new conceptual framework and employed an embedded sequential explanatory mixed-methods design approach. As part of a survey, participants (N = 644, 54.6% women; M age = 20.2 years; first-generation immigrant n = 213, 33%; second-generation immigrant n = 275, 43%) completed a series of items about the time that they spent on campus and their relationships with their instructors and peers. Qualitative response data were derived from an embedded interview subsample of participants (n = 58). Results Immigrant-origin students reported spending a considerable amount of out-of-class time—an average of 9.2 hours—on campus. Hierarchical regression analyses demonstrated that peer relationships and time spent helping parents or commuting positively predicted the amount of time students spent on campus. Qualitative responses provided further insights into immigrant-origin community college student experiences and provided perspectives on issues contributing to their spending out-of-class time on campus. Conclusions This study has implications for research, practice, and policy, given that immigrant-origin students make considerable use of their campus spaces. Community colleges should strive to nurture positive spaces and design the kind of on-campus programming that will enhance the success of immigrant-origin students. Collectively, these services will not only enhance the experience of immigrant-origin students but also be beneficial to the larger campus community that uses the community college sector as a stepping-stone toward upward social and economic mobility.

Immigrant and second-generation Turkish entrepreneurs in Melbourne Australia

2015 ◽  
Vol 21 (2) ◽  
pp. 154-174 ◽  
Author(s):  
Yasemin Soydas ◽  
Torgeir Aleti
Keyword(s):  
First Generation ◽  
Second Generation ◽  
Government Support ◽  
Entrepreneurial Activity ◽  
Content Type ◽  
Positive Effects ◽  
Immigrant Entrepreneurs ◽  
Generation Immigrant ◽  
Business Establishment ◽  
First And Second Generation

Purpose – The purpose of this paper is to examine the key differences between first- and second-generation immigrant entrepreneurs in their path to entrepreneurship. The aim of the study is to better understand entrepreneurial motivations amongst immigrants by comparing first- and second-generation entrepreneurs in their motivation for business entry, reliance on co-ethnic market, use of social and financial capital, business planning and marketing practices. Design/methodology/approach – Using an interpretivist approach and a qualitative design, this study comprises 20 in-depth interviews with first- and second-generation Turkish entrepreneurs (TEs) in Melbourne, Australia. Turks in Australia were chosen because of their high level of entrepreneurial activity. In order to uncover deep-seeded motivations, participants were interviewed in a face-to-face format guided by a semi-structured interview guide. Findings – The second-generation TEs were distinctively different from their first-generation counterparts in motivation for business entry, business establishment and use of ethnicity. The analysis shows that although the generations differ in their approach to business establishment, they both appear to be drawn to entrepreneurship based on “pull factors”. This is in contrast with previous literature suggesting that first-generation immigrant entrepreneurs were motivated by “push factors”. Originality/value – This paper suggests that both first- and second-generation immigrant entrepreneurs are “pulled” into entrepreneurship voluntarily. While the first-generation entrepreneurs seem to be motivated/pulled by financial reasons, the second generation are motivated by opportunity recognition, status and ambition. Nevertheless, a lack of trust in government support agency is found within both generations. Thus, outreach activities towards entrepreneurial immigrant communities may have positive effects for the economy as well as in the integration of ethnic enclaves.

scholarly journals When Fortune Smiles onthe Poor: A Story of Upward Intragenerational Social Mobilityamong Malay FELDA Settlers

2019 ◽  
Vol 8 (3S2) ◽  
pp. 719-722
Keyword(s):  
Social Mobility ◽  
Qualitative Method ◽  
First Generation ◽  
Participant Observation ◽  
Economic Conditions ◽  
Mobility Patterns ◽  
Employment Opportunities ◽  
Property Ownership ◽  
Upward Social Mobility ◽  
Depth Interviews

This paper discusses the pattern of social mobility experienced by the first generation Malay FELDA settlers in a FELDA settlement located in Perak. Social mobility patterns are solely gauged by settlers’ socio-economic conditions that are compared between the settlers’ pre-migration and post migration period to the FELDA settlement. The study involved fieldwork conducted for a period of nine months from December 2014 to August 2015. The study used qualitative method using in-depth interviews and participant observation with thirty settlers. The results of the study show that all of the first generation experienced upward intragenerational social mobility due to their migration to the FELDA settlement. Factors such as better employment opportunities, stable earnings and property ownership offered by FELDA are regarded as important reasons for the settlers’ upward social mobility.

Socialization goals among first- and second-generation migrant Turkish and German mothers

2008 ◽  
Vol 32 (1) ◽  
pp. 56-65 ◽  
Author(s):  
Banu Citlak ◽  
Birgit Leyendecker ◽  
Axel Schölmerich ◽  
Ricarda Driessen ◽  
Robin L. Harwood
Keyword(s):  
Generational Differences ◽  
First Generation ◽  
Second Generation ◽  
Self Control ◽  
Highly Educated ◽  
Self Confidence ◽  
Socialization Goals ◽  
First And Second Generation ◽  
Generation Migrant ◽  
Turkish Mothers

The current study examines generational differences in Turkish mothers' socialization goals following migration to Germany. A total of 78 working-class mothers from three different groups (Turkish first- and second-generation, and German non-migrant) participated. Each mother had a child between 18 and 36 months of age. Mothers were interviewed using the Socialization Goals Interview. The results indicate that compared to both groups of Turkish mothers, German mothers placed more emphasis on self-control as a socialization goal, and compared with the first-generation mothers only, were more concerned that their child develop characteristics associated with psychological independence and self-confidence. Among the Turkish mothers, more highly educated mothers placed less emphasis on the importance of respect towards others than did less educated mothers.

The children and their parents: Changing spatial belongings among migrants’ generations

2017 ◽  
Vol 7 (2) ◽  
pp. 90-99 ◽  
Author(s):  
Deniz Aşkın
Keyword(s):  
Focus Groups ◽  
Sense Of Belonging ◽  
First Generation ◽  
Second Generation ◽  
Intergenerational Relations ◽  
Host Culture ◽  
Construction Of Identity ◽  
Two Generations ◽  
Depth Interviews

Abstract   This study aims to analyze the process of changing spatial belongings of migrants’ generations. The First generation who moved out from Eastern and Southeastern of Turkey haven’t cut their communication with their hometown. On the contrary, they have built new belonging relations with the host culture. This is the exact opposite of the second generation. The second generation, who are children of the first generation, have built sense of belonging to İnegöl where they live. Also the second generation have prevented their parents from returning to their hometown. It shows that children and their parents have been living in the different worlds although they live in the same homes. This study has been conducted on migrants living in Huzur Neighborhood, İnegöl, Bursa. Empirically, I conducted in depth interviews and focus groups discussions with 30 migrants to capture the changing spatial belongings of the two generations of migrants. Keywords: Construction of Identity, Kurdish Migrants, Intergenerational relations, Turkey.

ICT for Children of Immigrants: Indirect and Total Effects via Self-Efficacy on Math Performance

2017 ◽  
Vol 55 (8) ◽  
pp. 1168-1200 ◽  
Author(s):  
Sunha Kim
Keyword(s):  
Self Efficacy ◽  
Computer Use ◽  
First Generation ◽  
Second Generation ◽  
Path Model ◽  
Foreign Born ◽  
Negative Effects ◽  
Positive Effects ◽  
International Student Assessment ◽  
Generation Immigrant

This study compared the direct, indirect, and total effects of information, communication, and technology (ICT) variables on math achievement for second-generation immigrant, first-generation immigrant, and nonimmigrant students. A path model was used to analyze U.S. nationally representative data from the Program for International Student Assessment to examine the effects of ICT access and computer use for schoolwork practice and for programming, with self-efficacy as a mediator. The results indicate that second-generation students with two foreign-born parents demonstrated significantly lower mathematics performance than nonimmigrant students. However, the first-generation students did not show any difference from nonimmigrant students. ICT access had significantly positive effects for all three groups, while computer use for schoolwork practice showed overall negative effects. Importantly, computer use for programming showed a differential effect across the three groups, with positive indirect and total effects for second-generation students but overall negative effects for the first-generation and nonimmigrant students.

scholarly journals The Acquisition Of Speaking Skills For Students Based On The Behaviorism And Cognitivism Theories/ اكتساب مهارة الكلام لدى الطلاب في ضوء النظرية السلوكية والمعرفية

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Gunawan Gunawan ◽  
Moh Ainin ◽  
Uril Bahruddin
Keyword(s):  
Role Models ◽  
Participant Observation ◽  
Skills Acquisition ◽  
Acquisition Process ◽  
Self Confidence ◽  
Factors Influencing ◽  
Local Dialect ◽  
Classroom Language ◽  
Upper Level ◽  
Speaking Skills

The purpose of this study was to reveal the acquisition situation and atmosphere of the speaking skills for Students of KMI Pondok Modern Gontor Ponorogo in the views of the Behaviorism and Cognitivism, the factors influencing the acquisition process of the speaking skills, the linguistics problems in the acquisition process of the speaking skills and the resolutions. This research applied a case study using a descriptive qualitative approach. The data was collected using active participant observation, passive non-participant observation, interviews, and documentaries methods. The Miles Huberman model was then used to analyze the data. The results of the research showed that, first, the situations in the speaking skills acquisition include the language instructional classes situation, the islamic studies instructional classes situation, and the situation of using the language in the extra-curricular and everyday life activities. In those situations, students interactively combined the use both behaviorism and cognitivism theories, although the implementation of behaviorism priciples is more dominant. Moreover, the implementation of both theories was highly supported by the language atmospheres in the classrooms and outside the classrooms, as well as the discipline enforcement in the language implementation. Second, the factors influencing the speaking skills acquisition process among others were the area and situation diversities for doing simulation (practice), imitation and repetitions, the availability of many areas and situations for practicing and building the habit, the presence of a mentor among students, language atmosphere in the classroom, language atmosphere outside the classrooms,  the presence of language role models, feedback and reinforcement, the implementation of discipline, court and monitoring board committee, motivation and self-confidence. Third, the linguistic problems in the acquisition process of students’ speaking skills among others were the phonemic system, word arabization, changes in the words meaning, mistakes in the language structure, the use of Indonesian particle and the occurance of local dialect. The resolutions that had been taken by the institution (the boarding school of Gontor) to deal with those problems were correcting the speaking errors, providing language training for the board committee, delivering good language style, providing speaking model, practicing the pronunciation, teaching grammar for middle and upper level students, and giving harder punishment for those who intentionally offended the language practice regulation.

Penerapan Pendidikan Karakter Berbasis Kearifan Lokal

2021 ◽  
Vol 5 (2) ◽  
pp. 232
Author(s):  
Rosmalah Rosmalah
Keyword(s):  
Character Education ◽  
School Environment ◽  
Role Models ◽  
Participant Observation ◽  
Case Study Approach ◽  
Study Approach ◽  
Self Development ◽  
Teachers And Students ◽  
Depth Interviews

Abstract. This study aims to describe the application of character education based on local wisdom in schools. The method used is descriptive qualitative with a case study approach. Data obtained through in-depth interviews, participant observation, and document study. The results show that the implementation of character education can be done by: (1) integration in learning subjects, (2) interaction in the school environment between teachers and students and students with students, and (3) role models from teachers in the school environment, and (4) ) self-development activities. The value of local wisdom applied, namely Siri means: shame, tabe 'means excuse me and sorry, sipakatau means humanizing each other, sipakainge means reminding each other so that each individual should avoid deviant actions, and sipakalebbi means respecting and praising one another.

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