scholarly journals Child migrants returning to Culiacán, Sinaloa, Mexico

Ánfora ◽  
2018 ◽  
Vol 26 (46) ◽  
pp. 71-80
Author(s):  
Martha Cecilia Herrera ◽  
Erika Cecilia Montoya Zavala
Keyword(s):  
United States ◽  
School System ◽  
Return Migration ◽  
Primary Schools ◽  
The United States ◽  
Migrant Children ◽  
Adaptation Process ◽  
Structured Interviews ◽  
School Life ◽  
Number Of Children

Objective: to characterize familiy profiles from those who return to Mexico after being in the United states and to learn about the difficulties faced by the returning migrant children, with specific attention to their adaptation within the Mexican school system as well as the actions undertaken by parents and teachers to help them in the process. Methodology: a random representative survey was carried out in elementary schools in Culiacán, Sinaloa between March 23rd and December 7th of 2015. Semi-structured interviews were also conducted with parents who returned and the teachers of children who had returned. These interviews were held between March 13th and July 29th of 2016. Results: it was shown that the majority of families are mixed and have a greater number of children who are citizens of the United States. The study also revealed that from a total of 534 children who had been returned to primary schools, 87.4% were born in the United States. Those students suffer from a problem of invisibility in the educational system and, at the same time, face bulling because of their different appearance. Additionally, children and their parents struggle with depression in the adaptation process. Conclusions: return migration to Mexico has been a constant. For children, their families, and the society to which they return, the challenge in return migration is evident. It also creates challenges in a child’s school life, especially due to the fact that they have little or no command of Spanish.

State, Society, and the Elementary School in Imperial Germany

1989 ◽  
Author(s):  
Marjorie Lamberti
Keyword(s):  
United States ◽  
19Th Century ◽  
School System ◽  
Primary Schools ◽  
The United States ◽  
Educational Policies ◽  
The Political ◽  
Educational Systems ◽  
German State ◽  
Imperial Germany

The much admired school system of 19th-century Germany served as a model for the educational systems of many other countries, including Britain and the United States. In this illuminating study of German primary schools, Lamberti examines an educational tradition that was the object of wide emulation, but which was often misinterpreted by its admirers. Lamberti also explores the political significance of German educational policies in the Kulturkampf, in the suppression of Polish nationalism in the eastern provinces, and more generally in the struggle between the competing strands of liberalism and authoritarianism in the German state.

scholarly journals Where Do Immigrant Children Come From and Why?

Monitor ISH ◽  
2014 ◽  
Vol 16 (2) ◽  
pp. 101-126
Author(s):  
Marijanca Ajša Vižintin
Keyword(s):  
Primary Schools ◽  
First Generation ◽  
The United States ◽  
Immigrant Children ◽  
Migrant Children ◽  
Structured Interviews ◽  
Family Reunion ◽  
Early 21St Century ◽  
Generation Immigrant ◽  
Children And Parents

The early 21st century continues the trend from the later 20th century: the first-generation immigrant children who move to Slovenia most often come from the states established after the disintegration of former Yugoslavia – from Bosnia and Herzegovina, Kosovo, Macedonia, as well as from Serbia, Croatia and Montenegro. There are few arrivals from other states and continents, such as Bulgaria, Ukraine, or the United States of America. This article presents certain experiences that vary for each immigrant family, although they may hail from the same country. We quote some of the reasons for immigration as represented by the migrant children and parents themselves, comparing them to the findings of migrant theories. In 2011, semi-structured interviews with immigrant children were conducted in three Slovenian primary schools, and it was ascertained that most of them had come to Slovenia for the sake of family reunion.

scholarly journals Interpreting traumatic narratives of unaccompanied child migrants in the United States: Effects, challenges and strategies

2021 ◽  
Vol 20 ◽  
Author(s):  
Indira Sultanic
Keyword(s):  
United States ◽  
Ad Hoc ◽  
Well Being ◽  
The United States ◽  
Migrant Children ◽  
Vulnerable Groups ◽  
Traumatic Experiences ◽  
Structured Interviews ◽  
Unaccompanied Children ◽  
Barriers And Challenges

This research examines the challenges of interpreting for unaccompanied child migrants in the United States and the effect of exposure to the traumatic narratives told by these children, as experienced by the interpreters involved. When a traumatic narrative is introduced, over time it has an effect on the emotional and psychological well-being of an interpreter. This study therefore focuses on the coping mechanisms interpreters employ to minimize the effects of long-term exposure to the traumatic content when they work in settings involving migrant children. During the past few decades, a number of studies have been conducted on the emotional and psychological effects of traumatic content on interpreters who work in various contexts, but very few have focused on interactions involving this vulnerable group of migrants. This study uses a qualitative approach in which data were collected through semi-structured interviews with both trained and ad hoc interpreters who work or have worked with unaccompanied children seeking asylum in the United States since the summer of 2014. The study contributes to the growing body of literature on public service interpreting. It does so by offering the interpreter’s perspective on the specific challenges and difficulties of interpreting for unaccompanied child migrants in that country who face near-insurmountable systemic barriers and challenges. It sheds light on the delicate nature of interpreting for vulnerable groups, especially children, who are seeking asylum there. Furthermore, it brings into focus the applicable strategies that help interpreters prepare for interpreting traumatic experiences, and also for coping both during the act of interpreting and afterwards.

scholarly journals ¿Las raíces en el lado equivocado de sus vidas? Jóvenes retornados y deportados desde Estados Unidos a Guanajuato

2021 ◽  
Vol 12 ◽  
pp. 0
Author(s):  
Ana Vila-Freyer
Keyword(s):  
United States ◽  
Young People ◽  
Return Migration ◽  
Sense Of Belonging ◽  
Research Agenda ◽  
The United States ◽  
The State ◽  
Adaptation Process ◽  
Intangible Resources

Thisarticle analyzes the experience narrated by young migrant returnees and deportees from the United States, settled in the state of Guanajuato, Mexico. Based ontheirexperience, we discuss the explanatory limits of the perspectives of transnationalism and return migration. The cases analyzed allow us to determinethat when migrating from North to South,young people undergo an adaptation process supported by family networksthat nonetheless constitutea double-edged sword: while facilitating their integration in Mexico, family membersalso provide their first encounter withdiscrimination, which theywill later experience in other contexts. Although initially,young people forced toreturn find themselves caged in by these intangible resources, they also overcome them by expanding their identity repertoires and reconstructingtheir sense of belonging to Mexico. This workseeksto highlight the need to develop a research agenda focused on young migrants, to whom it is difficult to extrapolate existing analytical perspectives.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

scholarly journals Balancing race, gender, and responsibility: Conversations with four black women in educational leadership in the United States of America

2021 ◽  
pp. 174114322199183
Author(s):  
Natasha N Johnson
Keyword(s):  
United States ◽  
Black Women ◽  
Educational Leadership ◽  
United States Of America ◽  
Hermeneutic Phenomenology ◽  
The United States ◽  
Women's Leadership ◽  
Structured Interviews ◽  
Race And Gender ◽  
And Gender

This article focuses on equitable leadership and its intersection with related yet distinct concepts salient to social justice pertinent to women and minorities in educational leadership. This piece is rooted and framed within the context of the United States of America, and the major concepts include identity, equity, and intersectionality—specific to the race-gender dyad—manifested within the realm of educational leadership. The objective is to examine theory and research in this area and to discuss the role they played in this study of the cultures of four Black women, all senior-level leaders within the realm of K-20 education in the United States. This work employed the tenets of hermeneutic phenomenology, focusing on the intersecting factors—race and gender, specifically—that impact these women’s ability and capability to perform within the educational sector. The utilization of in-depth, timed, semi-structured interviews allowed participants to reflect upon their experiences and perceptions as Black women who have navigated and continue to successfully navigate the highest levels of the educational leadership sphere. Contributors’ recounted stories of navigation within spaces in which they are underrepresented revealed the need for more research specific to the intricacies of Black women’s leadership journeys in the context of the United States.

scholarly journals Return Migration after Natural Disasters

2017 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Mikiyasu Nakayama ◽  
Nicholas Nicholas Bryner ◽  
Satoru Mimura
Keyword(s):  
United States ◽  
Natural Disasters ◽  
Hurricane Katrina ◽  
Case Studies ◽  
Return Migration ◽  
The United States ◽  
Hurricane Sandy ◽  
Indian Ocean Tsunami ◽  
Special Issue ◽  
Post Disaster

This special issue features policy priorities, public perceptions, and policy options for addressing post-disaster return migration in the United States, Japan, and a couple of Asian countries. It includes a series of case studies in these countries, which are based on a sustained dialogue among scholars and policymakers about whether and how to incentivize the return of displaced persons, considering social, economic, and environmental concerns. The research team, composed of researchers from Indonesia, Japan, Sri Lanka, and the United States, undertook a collaborative and interdisciplinary research process to improve understanding about how to respond to the needs of those displaced by natural disasters and to develop policy approaches for addressing post-disaster return. The research focused on the following three key issues: objectives of return migration (whether to return, in what configuration, etc.), priorities and perceptions that influence evacuees’ decision-making regarding return, and policies and practices that are used to pursue return objectives. This special issue includes ten articles on the following disaster cases: the Great East Japan Earthquake in 2011, Hurricane Katrina in 2005 and Hurricane Sandy in 2012, the Great Indian Ocean Tsunami in 2004, and the Great Sumatra Island Earthquake in 2009. Important lessons for the future were secured out of these case studies, covering the entire phase of return, namely planning, implementation, and monitoring.

Teachers as First Responders

2021 ◽  
pp. 81-89
Author(s):  
Judith Gouwens
Keyword(s):  
United States ◽  
Sense Of Belonging ◽  
First Responders ◽  
The United States ◽  
Migrant Children ◽  
Toxic Stress ◽  
The Press ◽  
The World

While there is much in the press about refugee and migrant children’s movements around the world and their status in the countries where they ultimately (or even temporarily) settle, how these children experience schooling and education is critical in mitigating the effects of the trauma they experience in their home countries, in the process of leaving their home communities or countries, in traveling to their new communities and countries and getting settled in those new communities and countries. This paper presents the stories of three teachers who work with migrant children in the United States Midwest. Interviews with these teachers show that they actively work to mitigate the trauma the migrant children have experienced by creating classrooms that welcome the children and their families, help them to have a sense of belonging in their schools and communities, and help the children develop feelings of confidence and competence, critical to overcoming toxic stress.

PUBLIC HEALTH

PEDIATRICS ◽  
1960 ◽  
Vol 25 (2) ◽  
pp. 343-347
Author(s):  
George M. Wheatley ◽  
Stephen A. Richardson
Keyword(s):  
Public Health ◽  
United States ◽  
Cause Of Death ◽  
United States Public Health ◽  
The United States ◽  
Vital Statistics ◽  
West Germany ◽  
Medical Attention ◽  
Age Group ◽  
Number Of Children

IN ALL COUNTRIES for which there are vital statistics, accidents are a major cause of death and disability among children. In countries where the food supply is adequate and infectious diseases have been brought under control, accidents have become the leading cause of death in the age group 1 to 19 years. For example, in such countries as Australia, Canada, Sweden, West Germany, and the United States, more than one-third of all deaths in this age group are caused by accidents. The number of children who are injured by accidents fan exceeds the number who are killed. Although no accurate international figures are available, the Morbidity Survey conducted by the United States Public Health Service indicates that in the United States, for every child under 15 killed by accident, 1,100 children are injured severely enough to require medical attention or to be restricted in their activity for at least a day.

“Why can’t I Have the Office Jobs?”: Immigrant Latinx Transgender Peoples’ Experiences with Seeking Employment

2021 ◽  
pp. 089484532110629
Author(s):  
Roberto L. Abreu ◽  
Kirsten A. Gonzalez ◽  
Louis Lindley ◽  
Cristalís Capielo Rosario ◽  
Gabriel M. Lockett ◽  
...  
Keyword(s):  
United States ◽  
Thematic Analysis ◽  
Community Sample ◽  
The United States ◽  
Disability Benefits ◽  
Structured Interviews ◽  
Future Directions ◽  
Transgender People ◽  
Job Opportunities ◽  
Positive Experiences

Research has documented the experiences of transgender people in seeking employment. To date, no scholarship has explored the experiences of immigrant Latinx transgender people seeking employment in the United States. Using an intersectionality framework, the present study aimed to uncover the experiences of immigrant Latinx transgender people as they sought employment in the United States. A community sample of 18 immigrant Latinx transgender people from a large metropolitan city in Florida engaged in semi-structured interviews. Thematic analysis revealed five themes related to participants’ experiences seeking employment, including: (1) discrimination, (2) limited options, (3) positive experiences, (4) momentary de-transition, and (5) disability benefits as financial relief. Future directions such as exploring ways in which immigrant Latinx transgender people resist discrimination while seeking job opportunities are discussed. Implications for practice and advocacy such as advocating for equitable employment policies that acknowledge the intersectional experiences of this community are presented.

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