Conflicts Experienced by Immigrant Parents From the Former Soviet Union: Responses to Children’s Misbehaviour in Educational Institutions

2008 ◽  
Vol 26 (3) ◽  
pp. 63-72
Author(s):  
Ron Shor
2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Ron Shor

One of the barriers which immigrant parents may encounter in the process of acculturation into their new country is differing expectations about ways in which teachers and other professionals involved in the educational system should relate to their children’s misbehavior. To examine the potential sources of conflicts relating to disciplinary measures, a comparative study utilizing a qualitative methodology was conducted with 65 immigrant parents from Latin America in Canada and with 103 immigrant parents from the Former Soviet Union in Israel. The findings indicate that, in the two samples, participants experienced differences between their expectations about the way in which teachers should handle student misbehavior and the actual behavior of the teachers. The differences which the immigrant parents indicated could be characterized primarily as culturally based disagreements about (a) the types of misbehaviors which justify intervention by teachers, (b) the kind of disciplinary measures which should be used, (c) the factors that should be considered when deciding about disciplinary actions, and (d) the lack of sensitivity to the impact of immigration related difficulties on the behavior of children. The immigrants’ current expectations of teachers’ behavior was based on their experiences in their country of origin, and these were often in contradiction with the common approach in Canada and Israel. Ways of developing reciprocal channels of communication between professionals in schools and kindergartens and immigrant parents are suggested in order to overcome barriers and bridge gaps in communication.


2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Ron Shor

One of the barriers which immigrant parents may encounter in the process of acculturation into their new country is differing expectations about ways in which teachers and other professionals involved in the educational system should relate to their children’s misbehavior. To examine the potential sources of conflicts relating to disciplinary measures, a comparative study utilizing a qualitative methodology was conducted with 65 immigrant parents from Latin America in Canada and with 103 immigrant parents from the Former Soviet Union in Israel. The findings indicate that, in the two samples, participants experienced differences between their expectations about the way in which teachers should handle student misbehavior and the actual behavior of the teachers. The differences which the immigrant parents indicated could be characterized primarily as culturally based disagreements about (a) the types of misbehaviors which justify intervention by teachers, (b) the kind of disciplinary measures which should be used, (c) the factors that should be considered when deciding about disciplinary actions, and (d) the lack of sensitivity to the impact of immigration related difficulties on the behavior of children. The immigrants’ current expectations of teachers’ behavior was based on their experiences in their country of origin, and these were often in contradiction with the common approach in Canada and Israel. Ways of developing reciprocal channels of communication between professionals in schools and kindergartens and immigrant parents are suggested in order to overcome barriers and bridge gaps in communication.


2007 ◽  
Vol 38 (8) ◽  
pp. 1113-1119 ◽  
Author(s):  
M. Weiser ◽  
N. Werbeloff ◽  
T. Vishna ◽  
R. Yoffe ◽  
G. Lubin ◽  
...  

BackgroundBeing a small and culturally different minority, or having a different appearance, has been invoked to account for the increased prevalence of psychotic disorders among immigrants. The majority of the Jewish Israeli population are first- or second-generation immigrants from Europe, North Africa or Asia, and during the late 1980s and 1990s, 885 000 persons immigrated to Israel from the former Soviet Union and 43 000 immigrated from Ethiopia. These Ethiopian immigrants came from a very different culture compared to the rest of the population, and have a distinct appearance. To further understand the association between immigration and schizophrenia, we compared risk for later schizophrenia between adolescents who immigrated from Ethiopia with risk among the other immigrant groups, and with native-born Israelis.MethodOf 661 792 adolescents consecutively screened by the Israeli Draft Board, 557 154 were native-born Israelis and 104 638 were immigrants. Hospitalization for schizophrenia was ascertained using a National Psychiatric Hospitalization Case Registry. All analyses controlled for socio-economic status (SES).ResultsRisk for schizophrenia was increased among both first- [hazard ratio (HR) 1.62, 95% confidence interval (CI) 1.18–2.22] and second-generation immigrants [HR 1.41, 95% CI 1.01–1.95 (one immigrant parent) and HR 1.49, 95% CI 1.11–2.0 (two immigrant parents)]. When risk for schizophrenia was calculated for each immigrant group separately, immigrants from Ethiopia were at highest risk of later schizophrenia (HR 2.95, 95% CI 1.88–4.65).ConclusionThis comparison between diverse groups of immigrants supports the notion that immigrants who differ in culture and appearance from the host population are at increased risk for schizophrenia.


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