scholarly journals Lives in Transition: Stories of Three Foreign Elementary Students from India

2015 ◽  
Author(s):  
Beloo Mehra
Keyword(s):  
School Context ◽  
School Personnel ◽  
Language Instruction ◽  
Foreign Born ◽  
Indian Children ◽  
Indian Identity ◽  
Ethnic And Cultural Identity ◽  
Using Data ◽  
Context Shapes ◽  
Multicultural Programs

This qualitative study tells the stories of three Asian Indian children dealing with the initial phases of adjustment and acculturation at a multicultural elementary school in USA. Constructed using data collected through classroom observations and in-depth interviews with children, parents, and school personnel, these stories reveal important linkages between families and schools, and their respective roles in foreign-born children’s acculturation into the host culture. The pressures to maintain Indian identity, language, food habits, and traditions are all important aspects of these children’s experiences. The school context shapes their educational experiences and adjustment. This study also touches upon some important policy issues for schools in relation to multicultural programs, ESL instruction, native language instruction, and support services for their increasingly diverse student and parent communities. One such issue pertains to the recognition of student’s ethnic and cultural identity in a public school.

scholarly journals Determinants of Declining School Belonging 2000–2018: The Case of Sweden

2021 ◽  
Author(s):  
Björn Högberg ◽  
Solveig Petersen ◽  
Mattias Strandh ◽  
Klara Johansson
Keyword(s):  
Education Reform ◽  
School Environment ◽  
International Student ◽  
Student Assessment ◽  
School Belonging ◽  
Foreign Born ◽  
Bottom Part ◽  
Performance Orientation ◽  
International Student Assessment ◽  
Using Data

AbstractStudents’ sense of belonging at school has declined across the world in recent decades, and more so in Sweden than in almost any other high-income country. However, we do not know the characteristics or causes of these worldwide trends. Using data on Swedish students aged 15–16 years from the Programme for International Student Assessment (PISA) between 2000 and 2018, we show that the decline in school belonging in Sweden was driven by a disproportionately large decline at the bottom part of the distribution, and was greatest for foreign-born students, students from disadvantaged social backgrounds, and for low-achieving students. The decline cannot be accounted for by changes in student demographics or observable characteristics related to the school environment. The decline did, however, coincide with a major education reform, characterized by an increased use of summative evaluation, and an overall stronger performance-orientation.

LIVING WITHIN THE VEIL:

2018 ◽  
Vol 15 (02) ◽  
pp. 489-515
Author(s):  
Chasity Bailey-Fakhoury ◽  
Donald Mitchell
Keyword(s):  
Predominantly White ◽  
Direct Action ◽  
School Personnel ◽  
Racial Microaggressions ◽  
Black Mothers ◽  
Predominantly White Schools ◽  
White Schools ◽  
Battle Fatigue ◽  
The Veil ◽  
Using Data

AbstractUsing data from a mixed methods study with suburban Detroit, middle-class mothers as participants, we explore the relationship between racial microaggressions and the racial battle fatigue experienced by Black mothers with young daughters attending predominantly White schools. We find that Black mothers are regularly subjected to racial microaggressions by the White teachers, administrators, and parents with whom they interact. When experiencing slights, insults, and indignities, mothers report taking direct action—borne from African American motherwork—to combat the racial microaggressions. In the context of predominantly White schools, Black mothers enact aesthetic presence, maintain a visible presence, and are strategic in their interactions with school personnel. Racial battle fatigue is evident as they experience and combat racial microaggressions. To extend understanding of racial microaggressions, we apply the sociological concept of the Du Boisian Veil to our analysis. We discuss how the Veil—a barrier which protects the Black psyche by grounding the racialized self while simultaneously precluding racial equality by sustaining racial oppression—can induce the racial battle fatigue that is manifested when one is deluged by racial microaggressions.

scholarly journals Tradability and the Labor‐Market Impact of Immigration: Theory and Evidence From the United States

Econometrica ◽  
2020 ◽  
Vol 88 (3) ◽  
pp. 1071-1112 ◽  
Author(s):  
Ariel Burstein ◽  
Gordon Hanson ◽  
Lin Tian ◽  
Jonathan Vogel
Keyword(s):  
United States ◽  
Labor Market ◽  
The United States ◽  
Simple Condition ◽  
Foreign Born ◽  
Real Wages ◽  
Local Labor Market ◽  
Relative Wages ◽  
Theoretical Mechanism ◽  
Using Data

In this paper, we study how occupation (or industry) tradability shapes local labor‐market adjustment to immigration. Theoretically, we derive a simple condition under which the arrival of foreign‐born labor into a region crowds native‐born workers out of (or into) immigrant‐intensive jobs, thus lowering (or raising) relative wages in these occupations, and we explain why this process differs within tradable versus within nontradable activities. Using data for U.S. commuting zones over the period 1980–2012, we find—consistent with our theory—that a local influx of immigrants crowds out employment of native‐born workers in more relative to less immigrant‐intensive nontradable jobs, but has no such effect across tradable occupations. Further analysis of occupation labor payments is consistent with adjustment to immigration within tradables occurring more through changes in output (versus changes in prices) when compared to adjustment within nontradables, thereby confirming our model's theoretical mechanism. We then use the model to explore the quantitative consequences of counterfactual changes in U.S. immigration on real wages at the occupation and region level.

Individual- and area-level influence on suicide risk: a multilevel longitudinal study of Swedish schoolchildren

2013 ◽  
Vol 44 (2) ◽  
pp. 267-277 ◽  
Author(s):  
S. Zammit ◽  
D. Gunnell ◽  
G. Lewis ◽  
G. Leckie ◽  
C. Dalman ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Suicide Risk ◽  
Peer Group ◽  
School Context ◽  
Local Environment ◽  
Individual Characteristics ◽  
School Level ◽  
Interaction Patterns ◽  
Foreign Born ◽  
Qualitative Interaction

BackgroundCharacteristics related to the areas where people live have been associated with suicide risk, although these might reflect aggregation into these communities of individuals with mental health or social problems. No studies have examined whether area characteristics during childhood are associated with subsequent suicide, or whether risk associated with individual characteristics varies according to childhood neighbourhood context.MethodWe conducted a longitudinal study of 204 323 individuals born in Sweden in 1972 and 1977 with childhood data linked to suicide (n = 314; 0.15%) up to age 26–31 years. Multilevel modelling was used to examine: (i) whether school-, municipality- or county-level characteristics during childhood are associated with later suicide, independently of individual effects, and (ii) whether associations between individual characteristics and suicide vary according to school context (reflecting both peer group and neighbourhood effects).ResultsAssociations between suicide and most contextual measures, except for school-level gender composition, were explained by individual characteristics. There was some evidence of cross-level effects of individual- and school-level markers of ethnicity and deprivation on suicide risk, with qualitative interaction patterns. For example, having foreign-born parents increased the risk for individuals raised in areas where they were in a relative minority, but protected against suicide in areas where larger proportions of the population had foreign-born parents.ConclusionsCharacteristics that define individuals as being different from most people in their local environment as they grow up may increase suicide risk. If robustly replicated, these findings have potentially important implications for understanding the aetiology of suicide and informing social policy.

Promoting Competence and Resilience in the School Context

2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200 ◽  
Author(s):  
Ann S. Masten ◽  
Janette E. Herbers ◽  
J.J. Cutuli ◽  
Theresa L. Lafavor
Keyword(s):  
Young People ◽  
School Counseling ◽  
School Context ◽  
School Personnel ◽  
Mission Statements ◽  
Positive Development ◽  
Resilience Theory ◽  
Successful Development ◽  
New Horizons ◽  
Resilience Framework

Four decades of research on resilience in young people provide compelling data and models for applications in the school context. Resilience theory and findings are highly congruent with Strengths-Based School Counseling (SBSC) as formulated by Galassi and Akos (2007). In this article, resilience is defined in relation to competence in developmental tasks and risks to positive development, with reference to key promotive and protective roles of schools and school personnel. Implications of a resilience framework for schools are delineated, including positive approaches to mission statements, models of change, measuring positive progress, and mobilizing powerful systems for changing the direction of human development. New horizons of research on resilience are described, along with the potential of integrating SBSC and resilience-based frameworks in transformative efforts to promote the successful development of young people.

scholarly journals Promoting Sustainable Data-Based Decision-Making in the Korean Educational Information Disclosure System

2020 ◽  
Vol 12 (17) ◽  
pp. 6762
Author(s):  
Young Hyeo Joo
Keyword(s):  
Decision Making ◽  
Data Quality ◽  
Information Disclosure ◽  
School Context ◽  
Data Use ◽  
Institutional Support ◽  
School Teachers ◽  
Using Data ◽  
Educational Information ◽  
Quality School

This study investigates the Korean Educational Information Disclosure System (KEIDS) and suggests sustainable development policies for KEIDS to improve school-level data-based decision-making (DBDM) from the educational administration’s perspective. It also raises the following questions: What are the barriers impeding effective data use by the KEIDS? How do school teachers, who are directly involved in using data, effectively prepare for DBDM using the KEIDS? How can the KEIDS be improved for DBDM concerning quality data, school context, and institutional support? To answer these questions, the study reviewed KEIDS-related documents and interviewed 24 school teachers through an interpretive case study approach while using a research framework of data quality, school contexts, and institutional support. Its results highlight important issues with the KEIDS and sustainable DBDM, in other words, teachers and administrators are not always conscious of the need for using data; the lack of data use understanding creates issues among principal leadership and teachers’ involvement and cooperation; the quality of the student data in the Schoolinfo system is questionable; and the central education authority focuses on simply disclosing student data rather than pursuing the goal of the KEIDS. The study suggests facilitating DBDM through the KEIDS in terms of data quality, school context, and institutional support.

Meanings of Reconciliation in the School Context

2006 ◽  
Vol 35 ◽  
pp. 68-77 ◽  
Author(s):  
Nina Burridge
Keyword(s):  
Aboriginal People ◽  
School Context ◽  
Community Context ◽  
Education Sector ◽  
Great Level ◽  
School Communities ◽  
Community Attitudes ◽  
Education Community ◽  
Using Data ◽  
Survey Responses

AbstractThis paper draws on findings from a major research project conducted between 1998 and 2000 on meanings of reconciliation in the school education sector. Using data collected from surveys and drawing from the community context in which schools exist, it explores and analyses meanings of reconciliation within school communities when the discourse of what constitutes reconciliation was at its peak. Survey responses were used to map the level of support for reconciliation and to identify what barriers existed to the teaching of reconciliation in schools. Responses were categorised into various themes which defined the type of meaning respondents had accrued to reconciliation. The overwhelming impression from this research is that Aboriginal and non-Aboriginal people aspire to a level of harmonious co-existence; what is less clear is the direction on how this can be achieved. There is a great level of support for reconciliation within the education community with almost no responses being overtly negative. Many of the comments can be seen as reflecting “soft” reconciliation perspectives. A prevailing theme of this research is that the harder issues of reconciliation are being ignored in favour of symbolic representations. What perhaps best distinguished the survey comments from the responses from the general community was the greater desire amongst the education sector for equitybased solutions and the need to redress past injustices through social justice action. There was a greater understanding of the link between past dispossession and current disadvantage and this required action through specific programmes, and education was seen as a major part of this. Given the current sociopolitical context, anecdotal indications suggest that reconciliation may reflect wider community attitudes and may be “off the agenda” in schools, except within the narrow parameters of Department of Education requirements for activities or celebrations during NAIDOC or Reconciliation weeks.

scholarly journals The Mediating Effect of Parental Involvement on School Climate and Behavior Problems: School Personnel Perceptions

2020 ◽  
Vol 10 (8) ◽  
pp. 129 ◽  
Author(s):  
Sónia Maria Martins Caridade ◽  
Hélder Fernando Pedrosa e Sousa ◽  
Maria Alzira Pimenta Dinis
Keyword(s):  
School Climate ◽  
Parental Involvement ◽  
Behavior Problems ◽  
Social Functioning ◽  
School Context ◽  
School Personnel ◽  
Mediating Effect ◽  
Potential Factor ◽  
And Behavior ◽  
The Relationship

As a reflection of the culture and norms of the school community, the school climate (SC) is a potential factor connected to students’ major behavior problems (BP). Parental involvement (PI) is considered as an essential factor for SC, contributing to promote good students’ educational results, as well as better social functioning. The present study aimed to analyze the mediating effect of PI on the relationship between SC and BP, taking into consideration the school personnel perceptions. A total of 329 school personnel (teachers versus no teachers) aged between 29 and 66 (M = 50.78, SD = 7.56), mainly female (79%), were integrated in the sample. Based on the perception of the school personnel, the results indicate moderate level of PI and SC, as well as the existence of different BP in the school context. The mediating effect of PI in the relationship between the SC and BP has been demonstrated. These results suggest that, if the SC and PI are improved, it could be an effective strategy to enhance the social functioning of students in the school context. This study thus contributes to a comprehensive empirical analysis of how PI can improve the relationship between the SC and the BP of Portuguese students.

The Influence of Partner Choice and Country of Origin Characteristics on the Naturalization of Immigrants in Sweden: A Longitudinal Analysis

2017 ◽  
Vol 51 (3) ◽  
pp. 667-700 ◽  
Author(s):  
Jonas Helgertz ◽  
Pieter Bevelander
Keyword(s):  
Country Of Origin ◽  
Partner Choice ◽  
Political Freedom ◽  
Foreign Born ◽  
Dual Citizenship ◽  
Low Degree ◽  
Country Characteristics ◽  
Per Capita ◽  
Using Data ◽  
The Individual

Using data for the period 1968–2001, this article assesses the influence of partner choice and origin country characteristics on the propensity of immigrants to naturalize in Sweden. Marriage to a foreign-born Swedish citizen increases the naturalization propensity, and its effect increases strongly when the spouse naturalizes during the same year. The analysis suggests that a lower level of civic and political freedom or relative GDP per capita in the individual's country of origin is associated with an elevated probability of naturalization. During the period of study, originating from a country which allows for dual citizenship did not systematically elevate the probability to naturalize; this probability was accentuated, however, if the individual originated from a context characterized by a low degree of civic and political freedom.

scholarly journals Comparing Measures of Late HIV Diagnosis in Washington State

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Laura Saganic ◽  
Jason Carr ◽  
Rosa Solorio ◽  
Maria Courogen ◽  
Tom Jaenicke ◽  
...  
Keyword(s):  
Hiv And Aids ◽  
Foreign Born ◽  
Hiv Diagnosis ◽  
Hiv Surveillance ◽  
Late Hiv Diagnosis ◽  
Surveillance Programs ◽  
Two Measures ◽  
Using Data ◽  
Definition Of ◽  
Testing Patterns

As more US HIV surveillance programs routinely use late HIV diagnosis to monitor and characterize HIV testing patterns, there is an increasing need to standardize how late HIV diagnosis is measured. In this study, we compared two measures of late HIV diagnosis, one based on time between HIV and AIDS, the other based on initial CD4+results. Using data from Washington's HIV/AIDS Reporting System, we used multivariate logistic regression to identify predictors of late HIV diagnosis. We also conducted tests for trend to determine whether the proportion of cases diagnosed late has changed over time. Both measures lead us to similar conclusions about late HIV diagnosis, suggesting that being male, older, foreign-born, or heterosexual increase the likelihood of late HIV diagnosis. Our findings reaffirm the validity of a time-based definition of late HIV diagnosis, while at the same time demonstrating the potential value of a lab-based measure.

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