Social Risks in Successful Educational Careers of Young Female Immigrants in the German Education System: Coping Strategies, Self‐Help and Support Services

2010 ◽  
Vol 5 (3) ◽  
pp. 3-16 ◽  
Author(s):  
Karin Schittenhelm
Keyword(s):  
Coping Strategies ◽  
Education System ◽  
Support Services ◽  
Young Female ◽  
Social Risks ◽  
Self Help ◽  
German Education ◽  
Female Immigrants ◽  
Educational Careers

Life across borders : Coping strategies of vulnerable young Zimbabwean female immigrants in Johannesburg, South Africa

2021 ◽  
Vol 10 (1) ◽  
pp. 59-79
Author(s):  
R. Chinyakata ◽  
◽  
N.R. Raselekoane
Keyword(s):  
Coping Strategies ◽  
Qualitative Data ◽  
Young Female ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Communal Coping ◽  
Individual Interviews ◽  
Female Immigrants ◽  
African Context ◽  
And Migration

The migration of women is continuing to gain attention on different platforms and scholarly works. Women make up almost half of all the migrants globally. However, they are met with a number of challenges in the destination country as a result of intersectional factors that continue to make them vulnerable. There are limited studies that show how immigrants in the African context, specifically young female immigrants, cope with the challenges that they face. This qualitative study explored the coping strategies used by young Zimbabwean female immigrants in Johannesburg to deal with their vulnerability. Data were collected through in-depth individual interviews and focus group discussions with young Zimbabwean female immigrants and migration experts. Data were analysed thematically using the Atlas.ti software for qualitative data analysis. The study found that female immigrants use individual and communal coping strategies to deal with vulnerability which did not, however, provide them with permanent solutions to their challenges. The strategies only helped them to stay strong during their time in Johannesburg. The findings of this study emphasise the need to strengthen individual and communal strategies, and advocate for collaboration with other stakeholders to help these immigrants to cope with their vulnerability.

scholarly journals "You can never be on one side alone": Some Young Somali-Kiwi Women's Narratives about Identity, Resettlement and Community Development in Wellington, Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Emily Kathryn James
Keyword(s):  
New Zealand ◽  
Young Women ◽  
Support Services ◽  
Qualitative Methodology ◽  
Young Female ◽  
Key Informants ◽  
Main Research ◽  
Individual Interviews ◽  
Somali Women ◽  
The Government

<p>This research investigates how young Somali women are navigating through the resettlement process while negotiating their own identities in Wellington, New Zealand. It is important as it addresses two main research gaps: 1) it focuses on research with young Somali women at university and 2) it offers a strength-based analysis. The research also addresses important development concerns about how former refugees can better contribute into their host societies. Employing the use of participatory methods within a feminist qualitative methodology, I created a project that enabled the young women to voice their opinions regarding identity construction, cultural maintenance and their goals for the future.  I conducted approximately 150 hours of ethnographic research at organisations that catered to former refugee needs. I found a young female Somali student who worked as my Cultural Advisor and enhanced my credibility and access within the Somali community. I then conducted a focus group and five individual interviews with young Somali women to hear their narratives about their resettlement experience and their advice on how to improve the process for others. I conducted five interviews with key informants at organisations that provide support services for former refugees. The key informants gave the policy perspective on refugee resettlement as well as advice on how support services and the government can approve the transition for former refugees.  The results of this study revealed that the young women did feel tension at times negotiating their Somali culture and that of their host society but found benefits in both. The importance of the family resettling successfully was vital for the young women especially the wellbeing of their mothers and other female elders. The key informants echoed these sentiments and voiced the necessity for more women-focused support services. The young women also will be facing a second resettlement process through their emigration to Australia as they search for more job opportunities and a better Somali cultural connection.</p>

scholarly journals The Reflexible Person

2021 ◽  
Vol 1 (2) ◽  
pp. 51-71
Author(s):  
Rolf Arnold ◽  
Michael Schön
Keyword(s):  
Education System ◽  
Critical Analysis ◽  
System Development ◽  
System Change ◽  
The Self ◽  
Educational Systems ◽  
Evidence Based ◽  
Constructivist Pedagogy ◽  
German Education ◽  
Effective Conditions

Referring to the European and especially the German education system, this article first identifies that both forms of governance in educational systems as well as pedagogical professionalization have fallen behind. We present new proposals for a substantive and evidence-based reinterpretation and reshaping of what education is and can be and how educational systems can be changed. In order to address these shortcomings, we follow suggestions of a systemic-constructivist pedagogy, and highlight concrete strategies and starting points of an awareness-based system change in the field of educational system development are pointed out. This attempt to not only rethink education, but also to shape it, is based on a critical analysis of the often stagnant internal educational reforms, and the concepts and routines that characterize these stagnant reforms. We hypothesize that, in order to break free from this stagnation, a continuous self-transforming subjectivity of the responsible actors is necessary. This explanatory framework is extended in this article to the figure of the ”reflexible person” (Arnold, 2019a), whose main characteristic is reflexibility, in the sense of being reflexive as well as flexible. The reflexible person possesses practiced and strengthened competencies for observation and reflection including of the self, as well as reinterpretation and transformation. These competences are substantiated and specified as prerequisites and effective conditions for an awareness-based system change in educational systems. In addition, possible ways of promoting and developing them are pointed out.

Stable Self-Concepts and Flexible Coping Strategies of People with Dementia Attending Dementia Self-Help Groups in Germany

2015 ◽  
pp. 159-182
Author(s):  
Milena von Kutzleben ◽  
Birgit Panke-Kochinke
Keyword(s):  
Coping Strategies ◽  
Phenomenological Approach ◽  
Community Dwelling ◽  
Life Course Perspective ◽  
External Control ◽  
Self Help ◽  
People With Dementia ◽  
Determining Factors ◽  
Self Help Groups ◽  
And Coping

In this chapter, results from the qualitative longitudinal Selbstbestimmung und Intervention (SEIN) study conducted at the DZNE site in Witten are presented and discussed against the background of a previously conducted systematic review of the subjective needs, demands, and coping strategies of community-dwelling people with dementia. The objective of the study was to examine how participants of dementia self-help groups in the early and middle stages of the condition cope with their illness. A phenomenological approach with a life-course perspective served as the framework for the study. The findings suggest that a person's self-concept is not changed by dementia but instead adapts over the trajectory of the illness. Struggling between external control (defence against stigmatization) and external protection (being taken seriously), and aiming for “Inner Security” were central concerns for the participants. Biographical background and social network are determining factors in the development and use of coping strategies.

Self Help, Not Self Pity': Caring for People with Diabetes in a Voluntary Organisation

1997 ◽  
Vol 3 (1) ◽  
pp. 36
Author(s):  
Elica Ristevski ◽  
Heather Gardner
Keyword(s):  
Health Promotion ◽  
Support Services ◽  
Cost Efficiency ◽  
Service Provision ◽  
Voluntary Sector ◽  
Voluntary Organisation ◽  
Self Help ◽  
The Individual ◽  
Voluntary Organisations

The importance of the voluntary sector in providing services for people with a chronic illness has been increasingly recognised. A consumer organisation in the voluntary sector, which provides services for people with diabetes, was selected to explore the role of voluntary organisations in service provision. The investigation revealed that voluntary organisations provide support services such as information and education, advocacy, health promotion, the encouragement of research, social activities, and aids and appliances. These services focus on the individual, social, financial and economic needs of people with diabetes and fill the gaps in programs provided by public sector organisations, which are largely targeted toward acute care, are less flexible, and increasingly concerned with cost efficiency. With the shift towards decentralising services to the community and the increased participation of consumers in health care, the work of voluntary organisations will become even more indispensable in Australia.

Chemistry and the West German education system

1958 ◽  
Vol 35 (8) ◽  
pp. 399
Author(s):  
Herbert M. Schoen
Keyword(s):  
Education System ◽  
The West ◽  
German Education

scholarly journals Bilingual education and bilingualism

2003 ◽  
Vol 36 (3) ◽  
pp. 222-224
Keyword(s):  
New York ◽  
Bilingual Education ◽  
The United States ◽  
Young Female ◽  
Annual Review ◽  
Bilingual Advantage ◽  
Turkish Origin ◽  
Female Immigrants ◽  
Curriculum Construction ◽  
Chinese Children And Adolescents

03–526 Bialystok, Ellen (York U., Canada; Email: [email protected]) Majumder, Shilpi and Martin, Michelle M. Developing phonological awareness: Is there a bilingual advantage?Applied Psycholinguistics (Cambridge, UK), 24, (2003), 27–44.03–527 Blas Arroyo, José Luis (Jaume I U., Castellon, Spain; Email: [email protected]). The languages of the Valencian educational system: the results of two decades of language policy. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 6 (2002), 318–338.03–528 De Mejía Anne-Marie and Tejada, Harvey (U. del Valle, Cali, Columbia; Email: [email protected]). Bilingual curriculum construction and empowerment in Columbia. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 1 (2003), 37–51.03–529 Jia, Gisela (Lehman Coll., City U. of New York; Email: [email protected]) and Aaronson, Doris. A longitudinal study of Chinese children and adolescents learning English in the United States. Applied Psycholinguistics (Cambridge, UK), 24 (2003), 131–161.03–530 Keim, Inken (Institut für Deutsche Sprache, Mannheim, Germany). Sprachvariation und sozialer Stil am Beispiel jugendlicher Migrantinnen türkischer Herkunft in Mannheim. [Language variation and communicative style among young female immigrants of Turkish origin in Mannheim.] Deutsche Sprache, 30, 2 (2002), 97–123.03–531 Valdés, Guadalupe and Angelelli, Claudia. Interpreters, interpreting, and the study of bilingualism. Annual Review of Applied Linguistics (Cambridge, UK), 23 (2003), 58–78.

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