scholarly journals Family Migration and Social Integration of Migrants: Evidence from Wuhan Metropolitan Area, China

2021 ◽  
Vol 18 (24) ◽  
pp. 12983
Author(s):  
Yanan Li ◽  
Chan Xiong ◽  
Zhe Zhu ◽  
Qiaowen Lin
Keyword(s):  
Social Integration ◽  
Metropolitan Area ◽  
Central City ◽  
Family Migration ◽  
Four Dimensions ◽  
The Social ◽  
The Family ◽  
Leading Position ◽  
Wuhan Metropolitan Area ◽  
Levels Of Integration

The social integration in host cities of China’s migrant population and its determinants has received much attention from researchers. However, few have directly addressed the family migration in differentiating migrants’ social integration. This study employs descriptive statistics and multivariate regression to explore the social integration across different family migration types, based on the data of China Migrants Dynamic Survey 2013 and 2017 in Wuhan metropolitan area. The findings show that the family migration in Wuhan metropolitan area is prevalent, and the central city Wuhan has advantages both in the proportion of whole-family migration and the scores of migrants’ social integration. In addition, the migrants’ family migration is significantly positively associated with their social integration, but the effect is variance in the regression models of social integration’s four dimensions. The findings reveal the Wuhan City’s leading position in promoting migrants’ social integration within the Wuhan metropolitan area. Furthermore, migration with more family members has higher levels of integration in economy and public service. This implies that the convenience provided by inflow cities’ government for family migration is crucial. To provide high-quality public services is of great significance to attract and retain migrants and then promote their overall social integration.

scholarly journals La integración social de las “segundas generaciones” de africanos y europeos no-15 en el municipio de Níjar (Almería)

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Montserrat Monserrat Hernández
Keyword(s):  
Secondary Schools ◽  
Social Integration ◽  
Educational Level ◽  
Household Income ◽  
Household Head ◽  
Religious Orders ◽  
Four Dimensions ◽  
The Social ◽  
The Family ◽  
Different Dimensions

Resumen: El objetivo principal de este artículo es comparar el proceso de integración social de los hijos de inmigrantes con dos procedencias dispares – africanos y europeos no pertenecientes a la Europa de los 15-, matriculados en los institutos de enseñanza secundaria en el municipio de Níjar (Almería). Concretamente vamos a analizar la adaptación de estos dos grupos en diferentes dimensiones: socioeconómica, relaciones mixtas, referentes culturales, normas, transnacionalidad y psicosocial. Los resultados se obtienen a partir de la administración de un cuestionario a todos los asistentes, ese día a clase, en el instituto de secundaria del municipio; resultando un total de 130 encuestas. Los datos muestran que existen diferencias en el proceso de integración entre ambos colectivos. Además del origen, hay otras variables que definen un proceso de integración diferenciada: nivel de estudios, ingresos familiares, profesión del cabeza de familia, etc. Lo que nos permite hablar de un caso de pluralismo fragmentado. Abstract: The main objective of this article is to compare the social integration of inmigrant children in two very differen sources –Africans and Europeans non-EU-15-, were enrolled in secondary schools in the municipality of Níjar (Almería). To do this, we will analyze the adaptation of these two groups in different dimensions: socioeconomic, mixer relationship, culture, norms, transnationality and psychosocial. The results obtained from the administration of a questionnaire to all attendees that there are differences between groups in the four dimensions and also the origins, there are other variables that are also highly influential as well as educational level, household income in the family, occupation of household head, the environment, the patterns of religious orders, etc. being able to talk like a fragmented pluralism.

scholarly journals Analysis of Psychometric Properties and Validation of the Personal Learning Environments Questionnaire (PLE) and Social Integration of Unaccompanied Foreign Minors (MENA)

2019 ◽  
Vol 11 (10) ◽  
pp. 2903 ◽  
Author(s):  
Asunción Martínez-Martínez ◽  
María del Carmen Olmos-Gómez ◽  
María Tomé-Fernández ◽  
Eva María Olmedo-Moreno
Keyword(s):  
Social Integration ◽  
Psychometric Properties ◽  
Learning Environments ◽  
Expert Panel ◽  
Four Dimensions ◽  
Personal Learning ◽  
The Social ◽  
Personal Learning Environments ◽  
Unaccompanied Foreign Minors ◽  
Almost All

Background: The aim of the present study was to validate and develop the dimensions of the Personal Learning Environments (PLE) questionnaire with regards to the social integration of unaccompanied foreign minors (MENA), in addition to analyzing its psychometric properties. Methods: This study was conducted using an expert panel and exploratory techniques in a population of unaccompanied foreign minors (referred to hereon as MENA). The sample used for the validation was formed of 250 MENA aged between 13 and 17 years, with 206 (83.6%) being male and 41 (16.4%) being female. An expert panel was formed including 10 scholars of Education Sciences. The panel identified four dimensions, which were confirmed through exploratory factorial analysis conducted using the program called FACTOR Analysis (Lorenzo-Seva and Ferrando, 2006). Results: The results indicate that the PLE questionnaire provides reliable dimensions at the level α = 0.902. Examination of Pearson correlations identified significant values (p < 0.01) for almost all dimensions, with the highest value being produced for the association between the dimensions of communication and social interaction (CIS) and planning and management of learning (r = 0.641). Conclusions: From this study, it is concluded that the results of the study and the validation of the PLE in MENA populations through the four identified dimensions are valid and reliable for enabling multi-dimensional analyses to be carried out.

Measurement of Social Integration: Syrian Women in Turkey

2020 ◽  
Author(s):  
Şuay Nilhan Açikalin ◽  
Şefika Şule Erçetin ◽  
Nihan Potas ◽  
M Sabir Çevik ◽  
Nilay Başar Neyişçi ◽  
...  
Keyword(s):  
Social Integration ◽  
Social Inclusion ◽  
Validity And Reliability ◽  
Number Of Children ◽  
Refugee Women ◽  
The Social ◽  
The Family ◽  
Harmonization Process ◽  
Integration Of Immigrants ◽  
High Level

Abstract The concept of integration, defined as a harmonization process between the host society and immigrants, aims to maintain peaceful and social relationships. This study aims to measure the social integration of immigrants; to analyse multidimensionality the integration level of women Syrian refugees in Turkey; and to determine whether the integration status of refugee women differs according to age, marital status, number of children in the family and number of individuals in the family. In the study, the Social Integration of Immigrant Scale, which consists of four sub-dimensions, was used as a data-collection tool. When the validity and reliability analysis results of the scale were evaluated, it was concluded that Social Integration of Immigrant Scale was an appropriate instrument for psychometric use. In the result of the research, it was seen that refugee women have a high level of integration. It has been concluded that the social integration of Syrian women is highest in education and lowest in social inclusion.

Murder with Impunity: The Construction of Arab Masculinities and Honor Crimes

1970 ◽  
pp. 38-45
Author(s):  
May Abu Jaber
Keyword(s):  
Violence Against Women ◽  
Social Boundaries ◽  
Religious Institutions ◽  
The Social ◽  
The Family ◽  
The Media ◽  
The One ◽  
Male Authority ◽  
Cultural Networks ◽  
Gender Specific

Violence against women (VAW) continues to exist as a pervasive, structural,systematic, and institutionalized violation of women’s basic human rights (UNDivision of Advancement for Women, 2006). It cuts across the boundaries of age, race, class, education, and religion which affect women of all ages and all backgrounds in every corner of the world. Such violence is used to control and subjugate women by instilling a sense of insecurity that keeps them “bound to the home, economically exploited and socially suppressed” (Mathu, 2008, p. 65). It is estimated that one out of every five women worldwide will be abused during her lifetime with rates reaching up to 70 percent in some countries (WHO, 2005). Whether this abuse is perpetrated by the state and its agents, by family members, or even by strangers, VAW is closely related to the regulation of sexuality in a gender specific (patriarchal) manner. This regulation is, on the one hand, maintained through the implementation of strict cultural, communal, and religious norms, and on the other hand, through particular legal measures that sustain these norms. Therefore, religious institutions, the media, the family/tribe, cultural networks, and the legal system continually disciplinewomen’s sexuality and punish those women (and in some instances men) who have transgressed or allegedly contravened the social boundaries of ‘appropriateness’ as delineated by each society. Such women/men may include lesbians/gays, women who appear ‘too masculine’ or men who appear ‘too feminine,’ women who try to exercise their rights freely or men who do not assert their rights as ‘real men’ should, women/men who have been sexually assaulted or raped, and women/men who challenge male/older male authority.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

Voluntary Associations and the Social Integration of the Poor

1971 ◽  
Vol 18 (3) ◽  
pp. 339-357
Author(s):  
Russell L. Curtis, Jr. ◽  
Louis A. Zurcher, Jr.
Keyword(s):  
Social Integration ◽  
Voluntary Associations ◽  
The Poor ◽  
The Social

Job Mobility and the Social Integration of Displaced Workers

1966 ◽  
Vol 14 (1) ◽  
pp. 48-56 ◽  
Author(s):  
Michael Aiken ◽  
Louis A. Ferman
Keyword(s):  
Social Integration ◽  
Job Mobility ◽  
Displaced Workers ◽  
The Social

Entanglements between Agency and Vulnerability in the Phenomenon of Birth. Reflections on Children’s Expressions about ‘Being Born’

2020 ◽  
Vol 15 (2-2020) ◽  
pp. 135-146
Author(s):  
Catrin Heite ◽  
Veronika Magyar-Haas
Keyword(s):  
Social Studies ◽  
Social Construction ◽  
Well Being ◽  
Social Contexts ◽  
Living Environment ◽  
Social Actors ◽  
The Social ◽  
The Family ◽  
Cultural Embeddedness

Analogously to the works in the field of new social studies of childhood, this contribution deals with the concept of childhood as a social construction, in which children are considered as social actors in their own living environment, engaged in interpretive reproduction of the social. In this perspective the concept of agency is strongly stressed, and the vulnerability of children is not sufficiently taken into account. But in combining vulnerability and agency lies the possibility to consider the perspective of the subjects in the context of their social, political and cultural embeddedness. In this paper we show that what children say, what is important to them in general and for their well-being, is shaped by the care experiences within the family and by their social contexts. The argumentation for the intertwining of vulnerability and agency is exemplified by the expressions of an interviewed girl about her birth and by reference to philosophical concepts about birth and natality.

Organization of Individual Counselling of Children Brought up in Foster Families (on the example of the «Family» Centre»)

2020 ◽  
pp. 42-50
Author(s):  
Aygul Fazlyeva ◽  
Aliya Akhmetshina
Keyword(s):  
Interpersonal Relationships ◽  
Personal Characteristics ◽  
Social Situation ◽  
Individual Counseling ◽  
Emotional Instability ◽  
Foster Families ◽  
Individual Counselling ◽  
The Social ◽  
The Family ◽  
The Relationship

Children, brought up in foster families, experience various problems (diffi culties in interpersonal relationships with parents, diffi culties in communicating with peers, emotional instability), which lead to confl icts, quarrels, running away from home, destructive phenomena, etc. One of the eff ective forms of working with children brought up in foster families is individual counselling. Individual counselling is used by various specialists (psychologists, educators, psychotherapists), where a special place is taken by a social educator. His or her activity involves the implementation of social-protective, preventive, educational, informational, advisory functions. In the process of organizing individual counseling, the social educator takes into account the social situation of the family and the child, personal characteristics, social conditions, social and cultural characteristics and the nature of the relationship with the social environment. To organize individual counseling, a social educator needs to master various and eff ective techniques, and take into account a number of recommendations. An analysis of the literature and practical socio-pedagogical experience led to an understanding of the insuffi cient degree of elaboration of this issue. The purpose of this article was the solution to this problem.

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