Nourishing place? : immigrant children's "ethnic food" experiences

This study explores the relationship between food and identity in a sample of ethnically diverse 1.5 and second generation Canadians residing in Toronto. The primary question of this research is what challenges do immigrant children face around "ethnic food" in the home and school settings and how do they affect immigrant children's ethnic identity as adults. This paper is an extension of a study by Lessa and Rocha (2007) that examined how food mediates the processes of settlement and new identity formation in newly immigrated women to Toronto. I applied the authors' thematic analysis to the data from this study to compare the similarities and differences of experiences with "ethnic food" between immigrant women and immigrant children. Food studies provide a window into the lives of immigrant children who experience othering processes in mainstream Canadian society and occupy a difficult space in between the dominant and their parents' cultures.

Finding yourself in awe: The relationship between awe and identity formation

PsycEXTRA Dataset ◽

10.1037/e514472015-571 ◽

2014 ◽

Author(s):

Galen D. McNeil ◽

Craig L. Anderson ◽

Dacher Keltner

Keyword(s):

Identity Formation ◽

The (Mis) Education of Immigrant Children in Today’s America

European Journal of Language and Literature ◽

10.26417/ejls-2019.v5i2-199 ◽

2019 ◽

Vol 5 (2) ◽

pp. 32

Author(s):

Gabriela E. Gui

Keyword(s):

General Education ◽

Immigrant Students ◽

Geographical Location ◽

Personal Characteristics ◽

Immigrant Children ◽

Playing Field ◽

Survey Interviews ◽

The Individual ◽

The Relationship ◽

General Education Classrooms

In today’s America, not every child starts on a level playing field, and very few children move ahead based solely on hard work or talent. Generational poverty and a lack of cultural capital hold many students back, robbing them of the opportunity to move up professionally and socially. Children of immigrants are especially at-risk because, in addition to facing poverty, race, geographical location or economic disadvantages, they are also confronted with failure due to their limited or non-existent English proficiency. This study focuses on the degree to which teachers in a mid-sized urban school district take into consideration the individual needs of immigrant children in the process of their education. The study also examines the preparation teachers have had to equip them with knowledge of best practices in teaching immigrant children, and the relationship between teachers’ practices, beliefs, and their demographic and personal characteristics (age, gender, years of experience, level of education, etc.). Quantitative data was collected via a survey. Interviews with teachers and one central office administrator provided data for the qualitative section of the study. The findings revealed that teachers, in general, appeared to lack knowledge of specific policies for mainstreaming immigrant students into general education classrooms; their use of effective teaching practices for working with immigrant children were limited; and most of the teachers had not participated actively in professional development that focused on teaching immigrant children.

Media Literacy in the Lifeworlds of Malaysian Children

Global Studies of Childhood ◽

10.2304/gsch.2013.3.1.72 ◽

2013 ◽

Vol 3 (1) ◽

pp. 72-85 ◽

Cited By ~ 1

Author(s):

Shanthi Balraj Baboo

Keyword(s):

New Media ◽

Media Literacy ◽

Meaning Making ◽

User Experiences ◽

Childhood Experiences ◽

Media Technologies ◽

School Settings ◽

The World ◽

The Media ◽

Many children grow up in contemporary Malaysia with an array of new media. These include television, video games, mobile phones, computers, Internet, tablets, iPads and iPods. In using these new media technologies, children are able to produce texts and images that shape their childhood experiences and their views of the world. This article presents some selected findings and snapshots of the media lifeworlds of children aged 10 in Malaysia. This article is concerned with media literacy and puts a focus on the use, forms of engagement and ways that children are able to make sense of media technologies in their lives. The study reveals that children participate in many different media activities in their homes. However, the multimodal competencies, user experiences and meaning-making actions that the children construct are not engaged with in productive ways in their schooling literacies. It is argued that media literacy should be more widely acknowledged within home and school settings.

The relationship between five cultural values and neuropsychological test performances in an ethnically diverse group in the UK

Culture and Brain ◽

10.1007/s40167-021-00105-w ◽

2022 ◽

Author(s):

Yi Wen Tan ◽

Robin J. Green ◽

Shaun Kok Yew Goh

Keyword(s):

Cultural Values ◽

Neuropsychological Test ◽

Ethnically Diverse ◽

Diverse Group ◽

The Uk ◽

Development of Maturity in Deaf Children

Council review ◽

10.1177/001440297203800602 ◽

1972 ◽

Vol 38 (6) ◽

pp. 461-467 ◽

Cited By ~ 11

Author(s):

Hilde S. Schlesinger ◽

Kathryn P. Meadow

Keyword(s):

Deaf Children ◽

Auditory Deprivation ◽

School Settings ◽

Research Findings ◽

Research findings reporting teacher-counselor ratings of deaf children from differing home and school settings show significant differences in assessments for maturity. An analysis of various developmental crises for which deafness has a definite impact is presented, based on Erikson's theory of epigenetic development. Both research findings and theoretical analysts point to the conclusion that immaturity is not a necessary consequence of auditory deprivation.

An International Reading Literacy Study: Factor Structure of the Chinese Version of the Student Questionnaire (PIRLS-SQCV 2011)

Education Research International ◽

10.1155/2016/4165089 ◽

2016 ◽

Vol 2016 ◽

pp. 1-11 ◽

Cited By ~ 1

Author(s):

Joseph W. I. Lam ◽

W. M. Cheung ◽

Doreen W. H. Au ◽

Hector W. H. Tsang ◽

Wendy W. Y. So ◽

...

Keyword(s):

Factor Analysis ◽

Factor Structure ◽

International Comparisons ◽

Chinese Version ◽

Reading Literacy ◽

Structure Model ◽

Confirmatory Factor ◽

Student Questionnaire ◽

The Relationship ◽

The student questionnaire (PIRLS-SQ 2011) of the Progress in International Reading Literacy Study (PIRLS) was designed to gather information from pupils on reading literacy development as to aspects of pupils’ self-lives, home, and school lives across countries/districts. In order to serve the purposes of research and international comparison, the questionnaire was translated into various languages. Using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), the current study investigates the psychometric properties of the Chinese version of the student questionnaire (PIRLS-SQCV 2011) and identifies its underlying factor structure among Chinese fourth-grade pupils in Hong Kong. A 10-factor structure model was identified and much resemblance could be drawn to the original PIRLS structure. While the similarity allows international comparisons of studies in different places following the PIRLS strategy, the findings of this study add to extant literature on the relationship between student factors and reading achievement.

Between 'Devil' and Detournement: Embodied Acts as Methods of Critical Inquiry in Educational Spaces.

Surveillance & Society ◽

10.24908/ss.v1i4.3334 ◽

2002 ◽

Vol 1 (4) ◽

Author(s):

Robert Wilson Sweeny

Keyword(s):

Michel Foucault ◽

Critical Inquiry ◽

Surveillance Camera ◽

School Settings ◽

Educational Spaces ◽

This paper explores the relationship between surveillance technologies and power as exercised in educational spaces. The theories based in the panoptic gaze as theorized by Michel Foucault provide educators with the opportunity to analyze positions of power in school settings. The critical actions of the Surveillance Camera Players represent examples of active embodiment that might inform a form of pedagogy that investigates panopticism within educational spaces.

Consensus among group members’ shared leadership ratings polarizes group performance

10.31234/osf.io/psjeu ◽

2020 ◽

Author(s):

Ioku Tomohiro

Keyword(s):

Shared Leadership ◽

Group Performance ◽

Leadership Behavior ◽

Regression Analyses ◽

Hierarchical Multiple Regression ◽

School Settings ◽

Study Results ◽

Group Members ◽

Using Data ◽

We examined whether the extent of perceived variability (i.e., consensus) among group members’ shared leadership ratings polarize group performances. Through using data from 39 classes in school settings, we explored the relationship between students’ shared leadership behavior and group performance as moderated by the extent of variability among group members’ shared leadership ratings. Study results, based on hierarchical multiple regression analyses, were consistent with the hypothesized conceptual scheme of moderation in that the slope of the relationship between shared leadership and group performance was stronger (and positive) for classes with high consensus than ones with low consensus. This indicates consensus among group members’ shared leadership ratings polarizing group performance.

Ethnic Diversity, Segregation and Ethnocentric Trust in Africa

British Journal of Political Science ◽

10.1017/s0007123417000540 ◽

2017 ◽

Vol 50 (1) ◽

pp. 217-239 ◽

Cited By ~ 11

Author(s):

Amanda Lea Robinson

Keyword(s):

Ethnic Groups ◽

Group Dynamics ◽

Ethnic Diversity ◽

National Level ◽

Ethnically Diverse ◽

African Countries ◽

A Value ◽

Micro Level ◽

The Relationship ◽

Level Group

AbstractEthnic diversity is generally associated with less social capital and lower levels of trust. However, most empirical evidence for this relationship is focused on generalized trust, rather than more theoretically appropriate measures of group-based trust. This article evaluates the relationship between ethnic diversity – at the national, regional and local levels – and the degree to which coethnics are trusted more than non-coethnics, a value referred to here as the ‘coethnic trust premium’. Using public opinion data from sixteen African countries, this study finds that citizens of ethnically diverse states express, on average, more ethnocentric trust. However, within countries, regional ethnic diversity is associated with less ethnocentric trust. This same negative pattern between diversity and ethnocentric trust appears across districts and enumeration areas within Malawi. The article then shows, consistent with these patterns, that diversity is only detrimental to intergroup trust at the national level when ethnic groups are spatially segregated. These results highlight the importance of the spatial distribution of ethnic groups on intergroup relations, and question the utility of micro-level studies of interethnic interactions for understanding macro-level group dynamics.