Dissertations / Theses: 'First-generation immigrant'

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Okpokiri, Cynthia Grace. "First-generation Nigerian immigrant parents and child welfare issues in Britain." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/70077/.

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Nigerian families are overrepresented in child protection interventions in Greater London, drawing attention to cultural differences in childrearing practices. This research investigates the experiences of first-generation Nigerian immigrant parents regarding their management of childrearing issues, which are contextualised within a British child welfare polity and normative cultural milieu. The tension between Nigerian parents' childrearing worldviews and those attributed as ‘British' constitutes the central theme of this thesis. The study employs Bhaskar's (1998) critical realism as an epistemological and methodological paradigm, complemented by the use of Honneth's (1995) recognition theory as the principal substantive framework from which the findings are discussed. Qualitative data were collected from Nigerian parents living in Greater London through an internet blog, semi-structured interviews with 25 individuals, and two focus groups with four participants each. Template analysis was used to code and identify themes within the data. The project gives rise to a series of findings. The first is that most participants in the study wished to uphold certain childrearing practices from their backgrounds. Biographical accounts of their own upbringing in Nigeria revealed a picture of caregiving for children occurring within communal and codependent family relationships, which emphasised expectations of obedience and respectful behaviour from children. Participants' accounts of the physical chastisement of children present this discipline measure as both reasonable and not-so-reasonable. The problematic status of the physical chastisement of children in a British context is the focus of the second key finding of the study. Participants communicated a collective view that Nigerian parents were commonly understood within British society as harsh and controlling, a view attributed to social workers in particular, and other child safeguarding professionals (teachers, child protection police, health professionals) and traditional media producers in general. The defence or disavowal of physical chastisement appears to have become the focus both of immigrant identity practices and the host country's conditions of belonging and inclusion. A third finding was that parents were fearful in their dealings with child safeguarding professionals. Such fears were identified as linked to prior immigration experiences, xenophobia/racism within public discourses and activities, as well as ineffectual social work practices. Participants communicated the view that their values, knowledge, and experiences were not given proper consideration during child safeguarding interactions/interventions and that the challenges posed to the parent-child relationship by immigration were not acknowledged. Social workers and associated professionals were perceived as practicing in ways that could be described as not ‘culturally competent' (Bernard and Gupta, 2008, p.476). Participants experienced social workers as overly prescriptive and threatening. They viewed contact with social services with intense suspicion. A fourth finding was the respect expressed by participants for the British government's efforts to uphold the rights of children. An invitation to participants to share their strategies for managing tensions between Nigerian and British parenting values provided insights to how active/passive influences contribute to everyday strategies of parenting in a context of immigration. Drawing on recognition theory, the thesis offers a way of understanding these findings that recognises and makes sense of the dignity, resilience, fears, and aspirations conveyed by the research participants. The thesis argues for an approach that capitalises on shared values and acknowledges the strengths of Nigerian immigrants' parenting styles while promoting acceptable alternatives to practices that might have attracted child intervention. Recognition theory is offered to social work practice as a starting point for a strengths based approach to integration and wellbeing, suggesting that socio-political participation in the British child welfare polity would lead to an improvement in the confidence and wellbeing of these parents and their children. This conclusion has implications for British social work professionals and other authorities involved in child welfare policy and practice.

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Shukla, Shikha. "Social Responsibility from the Perspective of Different Generations of Immigrant Entrepreneurs: The Unappreciated Benefits." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42132.

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Immigrant businesses represent a very large percentage of SMEs in Canada. Significant attention has been given to the phenomenon of immigrant entrepreneurship and their economic contribution to developed countries. However, little is known about the social contributions of these immigrant entrepreneurs to the host country. While the values of immigrant entrepreneurs are rooted in their home culture, they continue to evolve their beliefs and values to integrate into the host country. Emerging literature also affirms that the behaviour of second generation is different from the first generation immigrants. It is known that immigrants’ small business social responsibility (SBSR) is influenced by their home context, but how the host country context influences the SBSR behaviour of different generations is rarely explored. The objective of this study is to understand how society and culture integrate to shape immigrant social responsibility behavior and contributions, with focus on comparing first and second generation. Drawing from mixed embeddedness approach and culture values lens, I theorize about the influence of home country culture and host country context on immigrants SBSR behaviour and the potential consequences of differences in embeddedness on their contributions to the host country. Drawing on 20 detailed semi-structured interviews, I find that irrespective of the differences in generation, immigrants SBSR contributions are influenced by their home culture, their network composition, and the extent to which they are embedded in the host county. At the theoretical level, the mixed embeddedness approach has been augmented by applying it in the field of SBSR. In addition, the study fills a gap by introducing second generation immigrant entrepreneurs’ in SBSR context.

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Kachia, Edith M. "Education and Immigrants: Perceptions of Immigrant Student's Challenges and Perceptions of Higher Education in the US." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1626839409409797.

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Lynam, Mary Judith. "Marginalization of first generation immigrant women : an experience with implications for health." Thesis, King's College London (University of London), 2004. https://kclpure.kcl.ac.uk/portal/en/theses/marginalization-of-first-generation-immigrant-women--an-experience-with-implications-for-health(4f6110f2-1177-4fd0-b410-6d3582d99654).html.

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Trejos-Castillo, Elizabeth. "Parenting processes and risky sexual behaviors in first and second generation Hispanic immigrant youth." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Dissertations/TREJOS-CASTILLO_ELIZABETH_36.pdf.

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McConville, Emma Grace. "The Wage Gap Between First- and Second-and-Higher-Generation White and Mexican Immigrants." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/356.

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This study aims to measure the wage gap between the white and Mexican population residing in the United States. It also looks at male and female first- and second-and-higher generations in both white and Mexican populations. Integrated Public Use Microdata Series (IPUMS) is used for the years 1980, 1990, 2000, and 2010. This study finds that first-generation white males are negatively affected by the wage gap, while second-and-higher-generation Mexican females have continuously benefited from the wage gap over the past thirty years.

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Kujjo, Keji C. "Invisible Scholars: Racialized Students from Immigrant Backgrounds in Honors Programs." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1496335915827638.

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Gonzalez, Mario. "¡Si se puede! First-generation, Latino immigrant college success stories| A transformative autoethnographic study." Thesis, University of Northern Colorado, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588557.

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Latino students face many challenges on higher education campuses. These challenges require faculty and staff to respond in direct and meaningful ways. Often families have different backgrounds, backgrounds that warrant serious research. Understanding the student as a whole person means understating their families and where they came from. Sometimes this means looking for and listening to their voice. College administrators need to understand the motivational components of incoming Latino students to serve them well. In this transformative autoethonographic study, I focused on understanding stories told by one first-generation, immigrant Latino family's journey through higher education, and their challenges and successes attaining a degree in predominantly White institutions.

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Alshareif, Rawan Alshareif. "THE SPIRITUAL INFLUENCE OF WESTERN WRITERS ON THE FIRST GENERATION OF ARAB-AMERICAN IMMIGRANT WRITERS." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1525998116330318.

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El, Chababi Maria. "Are They Really Different? The Entrepreneurial Processes from the Perspective of Different Generations of Immigrant Entrepreneurs." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31692.

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Immigrant entrepreneurship is defined as business establishment and ownership among immigrants who arrive to a new host country. Immigrant entrepreneurship has become an important theme due to the increasing rates of immigration to developed countries, and its impact on their economic development. However it is also discredited and qualified as low value-added, rarely innovative, restricted to the ethnic communities and with stagnating growth potential. Following this debate, a new research stream affirms that immigrants should not be treated as one entity. Thus attention is shifting towards groups of immigrant entrepreneurs that were previously neglected in the literature. One such group consists of the second generation children of immigrants. Work to date provides ample investigation about immigrant entrepreneurs and their entrepreneurial process; however there is less research on similarities and differences in the entrepreneurial process experienced by first and second generation immigrant entrepreneurs. Despite some recent research on second generation immigrant entrepreneurs, this topic remains understudied. The objective of this study is to understand, from a multi-level perspective, how different generations of immigrant entrepreneurs experience the entrepreneurial process. Using a grounded theory approach and qualitative in-depth interviews, the findings indicate that first and second generation immigrant entrepreneurs experience the entrepreneurial process differently by facing different micro and macro level enablers and obstacles. They also recognize, evaluate and exploit opportunities differently. The extent to which they are embedded in specific environments affects their entrepreneurial experiences.

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Jefferies, Julian. "The Daily Lives of Recently Arrived Immigrant Youth: Access and Negotiation of Capital in a Transnational Space." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1403.

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Thesis advisor: Maria E. Brisk
First and second generation immigrant youth constitute 20 percent of the children growing in the United States (Suarez Orozco et al., 2008), a population struggling to gain access to educational and professional institutions. This ethnographic study of the daily lives of recently-arrived immigrant youth in high school takes a transnational point of departure to look at how opportunity and restriction are structured in the lives of 12 male immigrant youth, revealing two fields which have a high incidence in the investment and attainment of status in the field of education: the migration process and work. Through the description of their daily practices, the study reveals how this population navigates access to social, cultural and economic capital (Bourdieu, 1986). A major factor in the educational success of immigrant youth is not present in educational research: the role of documentation status. By describing the cultural practices of young migrants and their families prior to, during and after the migration process, the study shows how the migration experience produces capital by placing youth in a variety of migration statuses. Their status in the migration process, in turn, structures opportunities to professional and educational experiences in order to affect their social mobility. This also work highlights the dynamic interaction between the fields of migration processes, work and education for immigrant youth, where status in each field transfers to each other and multiplies. While many of the scholarship on Bourdieu focuses on a particular field and argues the `relative autonomy of each field', this works shows that in order to describe the structural barriers to mobility for immigrant youth, we need to take into account the integrated nature of these fields. This study has major implications for schools, communities and teacher training programs that serve the growing population of immigrant students as well as how immigration is discussed both in the context of education and in the public sphere
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Phillips-Mundy, Heather Marie. "An exploration of the mothering experiences among first generation Somali muslim immigrant mothers in Bristol, England." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559075.

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This research examines motherhood as a means of empowerment for East African Muslim immigrant women by exploring the ways in which Somali mothers collectively and individually respond to conflicting cultural constraints in their new host society of residence, Britain. In order to achieve this objective, this ethnographic study utilises qualitative mixed-methods of analysis of individual and group interviews, participatory observations and a homestay. This approach furthers the j understanding of the daily lived experiences of Somali diasporic mothers, the cultural barriers they face when attempting to support their families and the strategies they adopt in overcoming these constraints. This research looks at the mothering ideologies, meanings and practices of Somali immigrant woman and the ways in which their approaches to mothering are similar to, or different from, customs in Somalia. Similarities and differences between homeland and diasporic practices of motherhood reveal how Somali Muslim culture of motherhood is preserved and negotiated and which, if any, aspects of this maternal practice are reframed for local use in a British context. The study highlights the extent to which continuity of cultural practices, as well as their modifications, provides routes to empowerment for first generation Somali immigrant mothers in helping them adapt to their new environments and bicultural roles as Somali mothers in Britain. Somalis in the U.K. lack a suitable public forum for the expression of their identities and interests (Griffith, 2000;288), which is an added complication for the refugee, single Somali mother. The focus on lived experiences of Somali immigrant mothers gives this particular minority group of women a voice. Therefore, one objective of this research is to critically examine the lives of these immigrant mothers, the challenges they face and the role their native culture plays in their adaptation to the host society in the hope that this understanding of Somali motherhood will enhance the considerations given to these women at the policy formation stage in Britain. Furthermore, it will provide a greater understanding into the particular impact the "mother" role has on the successful integration of immigrant families. An additional purpose of this study is to examine conceptualisations of empowerment and how they can be interpreted contextually from the perspective of motherhood (Martinsson, 2007). This thesis contributes to discussions of empowerment, motherhood and mothering, Muslim culture and minority ethnic immigrant women/mothers. It will examine how the sense of Otherness disrupts their normative ideas of motherhood and how it is revised into something culturally productive.

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Huerta, Monica. "Immigration Stress, Exposure to Traumatic Life Experiences, and Problem Drinking Among First-Generation Immigrant Latino Couples." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/54576.

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This study explored the relationship of each partner's immigration stress and exposure to traumatic life experiences, with both his or her own problem drinking and the partner's problem drinking. The study was guided by Bodenmann's systemic-transactional stress model and used secondary data collected in 2009 from 104 Latino immigrant couples living in the Washington DC area. Results from the path model analysis indicated that even though men's overall immigration stress was not significantly related to their own problem drinking, emotional dimensions of immigration stress were in a positive direction. Men's overall immigration stress was negatively related to their partners' problem drinking. The women's overall immigration stress was significantly and positively related to their own problem drinking, particularly for acculturation related aspects and stress from missing family, but it was not significantly related to their partner's problem drinking. Additionally, men's exposure to traumatic life experiences was significantly, positively associated with problem drinking but it was not significantly associated with their own overall immigration stress. For women, results were different as exposure to traumatic life experiences was not associated with their own problem drinking but it was significantly and positively related to their overall immigration stress in the hypothesized direction. Limitations, research, and clinical implications of the findings are discussed.
Master of Science

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Raka, Shpresa. "Kosovar Albanian Identity within migration in the Swedish society." Thesis, Malmö högskola, Institutionen för globala politiska studier (GPS), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23634.

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ABSTRACTWithin migration and globalization the concept of ethnic identity, religious identity and belonging have come to play a significant role in both immigrants’ lives and as well in social context. Sweden, as a multicultural society has been dealing with different ethnic groups of immigrants and the way these minority groups perceive themselves to be and how they are perceived by others in the society has also come to be of high importance. By migrating people also change their position. They often occupy inferior positions in the society when they settle down in the new country. Identity as a phenomenon is very abstract. It is a process that is shaped by social processes. My own thoughts to the questions of identity shape and belonging inspired me to specifically look into the Kosovar Albanian immigrants in Sweden and investigate their views and experiences of their shapes and changes of identity while living in Sweden, where they constantly are facing cultural differences. I wanted to research this phenomenon, partly because this subject lies personally close to me and see if other Kosovar Albanians share the same experiences.From the experiences of the respondents that were selected during the interviews it is shown that immigrants are always in between two cultures, which gives the sense of confusion while they do not know where ‘home’ really is. The respondents show everything from how they feel themselves to how they are perceived by others. They have a background with different values and norms, they have an existing identity and they are influenced by Swedish values and norms, which leads to identity shape. The important theories that are described in the text strengthen the respondents’ views and experiences and give a broader understanding to the issue of identity. Ethnicity, culture, religion, diaspora and transnationalism are highly crucial to the subject. The historical background of the Kosovar Albanians is also important because of their pre-existing national and ethnic feelings about their country as an independent state and their rights to express their culture. Keywords: identity, ethnicity, first & second generation immigrants, culture, diaspora, transnationalism, ‘Kosovar’ identity.

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Ahern, Dennis Aaron. "A Longitudinal Exploration of Factors that Influence Acculturation and Enculturation Patterns of First-Generation Mexican Immigrant Women." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/473.

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Biculturalism in the Latino population in U.S. has been found to relate to positive outcomes in the literature. However, little is known about the development of bicultural adaptation. The constituent parts of biculturalism, acculturation, and enculturation were measured over several years as part of an existing longitudinal study along with several variables that held promise as predictors of acculturation and enculturation change. An additional data point for acculturation and enculturation was gathered along with other important demographic information. Change in both acculturation and enculturation was modeled revealing that acculturation and enculturation increase and decrease linearly. The trajectory for acculturation is much steeper than the trajectory of enculturation, providing support for orthogonal measurement and indicating real possibilities for interventions to increase bicultural adaptation. The best-fit model for acculturation included years in the U.S., preference for speaking English, and receptive English vocabulary. The best-fit model for enculturation included years in the U.S., preference for speaking English, and receptive English vocabulary.

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Nguyen, Duy. "My Story as a First-Generation Student from Vietnamese Immigrant Backgrounds and Implications for Asian American Students." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/740.

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Expressing myself in my own voice has never felt so liberating and uplifting, especially when it comes to writing in the academic world. Thanks to the Scholarly Personal Narrative (SPN) methodology of Dr. Robert Nash, I have a chance to share my voice from my perspective as a marginalized student. Neither of my parents went to college. What does this mean for me as an Asian American first-generation student? What does my background say about me, specifically as a student and generally as an individual person? What are some of the obstacles and opportunities in my journey and in my education? How do my own stories connect to others from similar backgrounds, and hopefully to others from different backgrounds as well? What do I want my readers to take away from my own learning experiences? In my thesis, I discuss my experiences as a first-generation student from my Vietnamese background. I describe in detail about my family backgrounds, some major events in my childhood, and how these changes shape who I am today. In order for me to move forward, I need to pause and rediscover my roots, my heritage, and my family's values and learn to appreciate them. I discuss my experiences of going to high school and college in the U.S. I also explain how I experience the issues of race and social class when living in the U.S. I address some of the obstacles that I face as well as the opportunities that arise throughout my journey. What have I learned from these experiences thus far? I believe that sharing my story gives me the opportunity to connect with other students, educators, and administrators in higher education. This will allow us to acknowledge some issues that students of color have and how we can work together to address these issues. Based on my experiences, I have made some recommendations for students of color, especially Asian American first-generation college students. I also have some recommendations for educators when working with this marginalized population, specifically students from underrepresented groups and students from first-generation backgrounds.

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Fadlallah, Hanan Elali. "The relationship between generation, first and second, ethnic identity, modernity, and acculturation among immigrant Lebanese American women." Thesis, Wayne State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105032.

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Based on Berry’s model of acculturation, when immigrants move to a new country, they choose to live according to any one of the following four acculturation modes: assimilation, integration, separation, or marginalization. The specific cultural and psychosocial characteristics of the acculturating individual or group determine what acculturation mode they will most likely follow. Generation, ethnic identity and modernity are few examples of those cultural and psychosocial referents. The present study examined the relationship of generation first and second, ethnic identity and modernity to acculturation among Lebanese American immigrant women living in the metro-Detroit area. Using the snowball technique, ninety women (first generation = 51, second generation = 39) took part in the study. The participants responded on Qualtrics (online survey platform) to the four measures used in this study: (1) a demographic survey, (2) the Multigroup Ethnic Identity Measure (MEIM), (3) Traditionalism-Modernism Inventory-Revised (TMI-R), and (4) the Acculturation Rating Scale for Arab Americans II (ARSAA-II). Multiple regression was used to analyze the data. Results indicated that generation and ethnic identity had a significant relationship to acculturation, as they were the best predictors of acculturation in Lebanese American women in the metro Detroit area. Unexpectedly, modernity did not contribute significantly to acculturation. The main implication of this research is that if immigrants’ generation (first, second, etc.) and ethnic identity are known, then professionals can make meaningful determinations of immigrants’ acculturation. Discussion of the relationships among the variables as stated in the hypothesis is provided. Implications for future research and practice are also provided.

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Wang, Qifan. "The Financial Assimilation of Immigrant Families: Intergeneration and Legal Differences." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1324501079.

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Karim, Haina. "Jihad of the youth why first generation immigrant Muslim youths are drawn to the philosophy of Tariq Ramadan /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/476723358/viewonline.

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Sheikh, Mehkar. "English Language Learning Motivation of First Generation Immigrant Students from Low Socio-Economic Background in Swedish Secondary Schools." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-27922.

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This study explores the factors that influence the English language learning motivation of first generation immigrant students from a low socio-economic class in the city of Växjö, Sweden. Qualitative research methods are applied and semi-structured, in-depth individual as well as group interviews are used to collect the empirical data. The results indicate that students from socio-economically disadvantaged background feel excluded from the society and lack intrinsic motivation to learn English. This lack of motivation is explained in connection with their socio-economic background and the roadblocks currently existing in the Swedish education policy. The findings are analyzed using a theoretical framework consisting of Maslow’s hierarchy of needs, social comparison theory and some aspects of intrinsic and extrinsic motivation. A concluding discussion is presented in the end.

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Traister, Laura. "Immigration and Identity Translation: Characters in Bharati Mukherjee’s Jasmine and Jhumpa Lahiri’s The Namesake as Translators and Translated Beings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/honors/335.

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Bharati Mukherjee’s 1989 novel Jasmine and Jhumpa Lahiri’s 2003 novel The Namesake both feature immigrant protagonists, who experience name changes and identity transformations in the meeting space of Indian and American cultures. Using the theory of cultural translation to view translation as a metaphor for identity transformation, I argue that as these characters alter their identities to conform to cultural expectations, they act as both translators and translated texts. Although they struggle with the resistance of untranslatability via their inability to completely assimilate into American culture, Jasmine and Gogol ultimately gain the ability to bypass the limitations of a foreigner/native binary and enter a space of negotiation and growth.

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Okwuchukwu, Uchenna, and Mohamed Sheriff. "Experiences of first-generation West African parents on raising children in Sweden : Understanding the perspectives and challenges to enhance social work practice." Thesis, Högskolan i Gävle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36759.

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The aim of this study was to explore the experiences of first-generation West African parents raising children in Sweden from social work perspectives. The study investigated the experiences of first-generation West African parents raising children in Sweden that are of relevance to social work. In addition, what ways can social work in Sweden be enhanced to support first-generation West African parents raising their children in Sweden? The study was conducted through a qualitative research design since the focus is to interpret first-generation West African parents’ perspectives and to obtain an in-depth understanding of their experiences. Therefore, semi-structured interviews were conducted to collect data. The findings reveal that first-generation West-African parents face distinctive challenges when raising their children in Sweden to meet dogmatic and legislative requirements in relation to child protective services of the Swedish host society. Therefore, several means such as family therapy, educating the West African parents, cultural competence, etc. are proposed as tools to enhance social work practice. Better yet, they are proposed to ensure social inclusion for West African parents.

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Domjan, Krisztina. "Recent immigrant Muslim students in U.S. high schools : a study of sociocultural adjustment and multicultural provision." Thesis, Anglia Ruskin University, 2012. http://arro.anglia.ac.uk/295462/.

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Rather limited research and few significant field studies have been done on recent immigrant students particularly from the Muslim societies of the Horn of Africa and the Middle East in the American high school context regarding their linguistic, cultural and religious needs. Most research studies suggest that immigrant students receive insufficient provision. The purpose of this study was to investigate the role high schools play in provision addressing the following questions: (1) What kinds of provision have been implemented to support a culturally sensitive education in public high schools in the U.S., and how effective have they been? (2) If any, what was the effect of the reform paper No Child Left Behind? (3) How could the role of teachers as culturally responsive educators be further enhanced regarding first/heritage language and cultural heritage maintenance? (4) Which steps would have to be taken in order to move towards a culturally responsive system? Peterson’s iceberg theory regarding cultures was the guiding theoretical approach which emphasizes the fact that in order to get to know each other’s cultures, one has to closely examine the underlying issues that belong to them as the information available on the surface is simply not sufficient. Qualitative case studies were conducted based on survey questionnaires and interviews among students, parents, ESOL/ELL teachers and mainstream teachers from 6 different high schools. This study has demonstrated that high schools can, in fact, be inviting, well-equipped with adequate ESOL/ELL programs. Findings from field work carried out in Loudoun and Fairfax County public schools in Virginia in 2011, indicate that there is a need to address misconceptions among ESOL/ELL students, their teachers and their parents as to what constitutes as multicultural education environment, and first language maintenance. It is explained how the role of culture-based after school extracurricular clubs like the Muslim Students Association can serve as a bridge between the culture of one’s origin and the host society. While teachers could serve as facilitators, students can become researchers and see relevance of their culture. The result from this investigation through existing literature, stories of individuals and institutions will add to current knowledge on ESOL/ELL provision and offer a deeper understanding of needs from both parties.

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Cebreros, Alejandra. "It's Definitely Our Success: Children of Undocumented Immigrants in Higher Education." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20526.

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This study examines the ways in which the education of children of undocumented immigrants is impacted by their parents’ undocumented status as well as their personal documentation status. In this thesis, I shed light on the experiences of fifteen college students and alumni who are variously-documented, including: undocumented students, DACA students, and documented students with undocumented family members. Drawing on these experiences, I argue that students’ education is impacted by legal and social exclusion, family stress and psychosocial impacts, personal legal status, and a lack of services for undocumented students and children of undocumented immigrants in educational institutions. I also argue that mothers and other family members lessen these challenges by providing students with the support and encouragement to complete a higher education. I conclude this study by making specific recommendations for what K- higher education institutions can do to better serve undocumented and documented students within mixed-status families.

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Telles, Maria Aguayo. "Fuerte Como Acero, Tierno Como un Ángel: A Study of Social/Cultural Capital and Three First-Generation Immigrant Women From Guanajuato Mexico." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145740.

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The purpose of this study is to review the lives of three immigrant women from the town of Doctor Mora, Guanajuato, Mexico. The following questions were used to gather and analyze the data: 1) How were their lives prior to migrating to the U.S.? 2) What was their experience crossing the border? 3) What are their life experiences in the U.S.? This study is intended to analyze the history and path of acculturation of these three immigrant women. This study analyzes Alejandro Portes's theory of selective acculturation, concept of funds of knowledge, Gordon's classical theory of assimilation, and the concepts of cultural and social capital. Selective acculturation theory is applied as a basis for analysis of the case studies. These studies were conducted using observational, audio-taped and open ended interviews. This study took place in Tucson, Arizona. Interviews took place in Spanish, the interviews were transcribed, translated, verified and analyzed. Findings show the persistence of these participants to become part of American society through education and involvement in the host society, utilizing their inherent cultural and social capital and supporting the theory of selective acculturation path. The next section gives a more detailed introduction of this study.

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Olasimbo, Tubosun M. "An exploration of the perspectives of first generation immigrant students on their educational experiences at an FE college in South East England." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/75156/.

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This study used an exploratory case study to investigate first generation immigrant students' perspectives on their educational experience at a South East England further education (FE) college. The concept of globalization intersected by immigration, the knowledge economy, education, workers' reflexivity, and Bourdieu's theory of social capital provides an overarching theoretical framework for this study. An interpretive approach, in line with social constructivism was adopted. Semi-structured interviews were undertaken with 10 male and 5 female first generation immigrant students aged 17 -57. The interview data was analysed using an inductive thematic process. The study aimed to gain a deeper insight into why first generation immigrants were attracted to FE colleges, what their learning experiences were like, what challenges (if any) were they facing and what their future job prospects were in the labour market. Although proximity to home, affordability and the need to improve their English language proficiency were found to be the main reasons why they chose to enrol at the college, the respondents also did not have access to adequate information before they decided to enrol at the college. The study found that the respondents' learning experience was characterised by a cordial student-lecturer relationship. The main challenges to the respondents' education were limited English language proficiency and lack of both economic and social capital. The findings from this study suggest that first generation immigrant students were not confident about their future job prospects in the UK labour market. Although the results of this study may not be generalizable, the findings may be useful to other individuals and institutions in gaining a deeper understanding of the educational experience of first generation immigrants.

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Ceballos, Peggy Bratton Sue. "School-based child parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents effects on child behavior and parent-child relationship stress /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6126.

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Ceballos, Peggy. "School-based child parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents: Effects on child behavior and parent-child relationship stress." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6126/.

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This quasi-experimental study examined the effects of child-parent relationship therapy (CPRT) with low income first generation immigrant Hispanic parents. Forty-eight parents were randomly assigned by school site to the experimental group (n=24) and to the no treatment control group (n=24). A two factor (Time x Group) repeated measures analysis of variance was performed to examine the effects of group membership (experimental, control) and time (pretest, posttest) on each of the six hypotheses. Dependent variables for the Spanish version of the Child Behavior Checklist (CBCL) included Externalizing Problems, Internalizing Problems, and Total Problems. Dependent variables for the Spanish version of the Parenting Stress Index (PSI) included Child Domain, Parent Domain, and Total Stress. Results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on their children's behaviors at the alpha .025 level (Internalizing Problems p< .001; Externalizing Problems p< .001; Total Problems p<.001) when compared to children whose parents did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .56; ηp2 = .59; and ηp2 = .68, respectively). Similarly, results indicated that from pre-test to post-test, parents who participated in the CPRT treatment group reported a statistically significant improvement on parent-child relationship stress at the alpha .025 level (Child Domain p< .001; Parent Domain p< .001; Total Stress p< .001) when compared to parents who did not participate in CPRT. Partial eta squared (ηp2) further indicated that the effects of CPRT treatment on the experimental group compared to the control group from pre-test to post-test was large (ηp2 = .39; ηp2 = .51; and ηp2 = .42, respectively).

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Wubie, Bizunesh. "Children of first generation Ethiopian immigrant parents at home and at early childhood education settings, understanding their experiences through the perspectives of their parents and teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ63636.pdf.

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Franco, Marla A. "Effects of Negative Climate for Diversity on Cognitive Outcomes of Latina/o College Students Attending Selective Institutions| A Comparison by Students' Gender, First-Generation College Status, and Immigrant Status." Thesis, Azusa Pacific University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608460.

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Latinas/os are the fastest-growing racial minority group in the United States, yet there is a lack of parity between their increased population and their participation rates in higher education. The economic strength and vitality of the nation require a college-educated workforce; therefore, the need to improve educational environments that support increased degree attainment among Latinas/os is imperative. Despite the disproportionately low enrollment of Latina/o college students at selective U.S. higher education institutions, research has suggested that attending these types of institutions uniquely and positively influences students’ educational and socioeconomic outcomes (Hearn & Rosinger, 2014). Using Astin’s (1991) Inputs-Environments-Outcomes (I-E-O) model, this study examined Latina/o college students’ cognitive development over time, their experiences related to perceived climate for diversity, and the effects of negatively-perceived climates for diversity on their cognitive development based on students’ gender, first-generation college status, and immigrant status. A quantitative design using the 2014 University of California Undergraduate Experience Survey (UCUES) was employed, of which system-wide data from 4,299 junior and senior level Latino/a college students were used. Inferential and regression analyses were used to examine the effects of perceived negative climate for diversity on students’ cognitive outcomes. Results indicated that Latina/o students attending selective institutions benefitted greatly in their cognitive skills development, although unique differences were found when students’ outcomes were examined by their gender, first-generation college status, and immigrant status. Perceived negative climates for diversity varied depending on students’ gender, first-generation college status, and immigrant status. Examination of the effects of students’ background characteristics and college experiences on their cognitive outcomes also varied based on their gender, first-generation college status, and immigrant status. In particular, perceived negative climates for diversity were found to have mixed effects on Latina/o college students’ GPA, yet demonstrated little to no effect on students’ cognitive skills development.

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Hameed, Qamer. "Grassroots Canadian Muslim Identity in the Prairie City of Winnipeg: A Case Study of 2nd and 1.5 Generation Canadian Muslims." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32987.

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What are grassroots “Canadian Muslims” and why not use the descriptor “Muslims in Canada”? This thesis examines the novel concept of locale specific grassroots Canadian Muslim identity of second and 1.5 generation Muslims in the prairie city of Winnipeg, Manitoba. The project focuses on a generation of Muslims that are settled, embedded, and active in a medium sized Canadian metropolis. Locale plays a powerful part in the way people navigate identities, form attachments, find belonging, and negotiate communities and society. In order to explore this unique identity a case study was conducted in Winnipeg. Interviews with 1.5 and second generation Muslims explored the experience of grassroots Canadian Muslim identity. The project does not focus on religious doxy or praxis but rather tries to understand a lived Canadian Muslim identity by exploring discourse and space as well as strategies, social perceptions and expectations. Participant observation, community resources and literature also aid in the understanding of the grassroots Canadian Muslim experience. This study found that the attachments, networks, and experiences in the locale give room for an embedded Canadian Muslim experience and more negotiable identities than most studies on Muslims in Canada describe. These individuals are not foreigners living in Canada. Their worldviews develop out of this particular and embedded grassroots experience. They navigate a new kind of hybrid Canadian Muslim identity that is unique and flexible. This is the Canadian Muslim experience of 2nd and 1.5 generation Winnipeg Muslims.

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Macías, Luis Fernando. "A LatCrit analysis of DACA recipients’ pursuit of a post-secondary education in Ohio." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149192051776482.

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Chan, Timothy K. T. "Preaching to first-generation Chinese immigrants in New York City." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Leão, Teresa Saraiva. "Mental and physical health among first-generation and second-generation immigrants in Sweden /." Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-812-6/.

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Han, So Eun. "Culture and suicide : perspectives of first-generation Korean-Canadian immigrants." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44053.

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Background: Suicide is a serious health concern worldwide. In 2007, almost 4,000 Canadians took their own lives and among older and middle-age groups, suicide is one of the leading causes of death for both men and women. Given the far-reaching impact on families and societies, suicide has been widely studied; yet, accounts about the connections between suicide and culture in the context of immigrant populations are still poorly understood. Objective: To better understand the connections between suicide and culture, and to provide a foundation on which to build targeted culturally-sensitive suicide prevention programs, this research used qualitative research method to describe the perception and experiences of suicide of fifteen Korean-Canadian immigrants. Results: Three inductively derived themes were identified to detail the study findings: 1) perceptions of and attitudes toward suicide among Korean-Canadian immigrants; 2) narratives around the causes and triggers of their suicidal thoughts and behaviours; and 3) manifestations of and strategies to manage their suicidal thoughts and behaviours. Within these three themes, there are a total of nine sub-themes which are intricately connected. Discussion: While recognising and embodying stigma around suicide, participants understood the hopelessness and despair that could drive immigrants toward suicide. Causes and triggers for suicidal thoughts most often emerged from academic pressures, estranged family, and dis-identities – all of which were intricately connected to participants’ immigration experiences. Noteworthy were deeply embedded Confucian values, which could exert an array of influences on Korean-Canadians. In addition, extensively discussed were dis-identity experiences whereby a sense of self and as well as collectivist familial bonds were challenged, and suicidal ideation could flow toward and/or from these changes. Many participants were unaware of mental health services and programs amid being challenged by language barriers when they did access mental health services. While, it is critical for healthcare providers to understand immigrant patients’ cultural background to fully assess their risk for suicide, also urgently needed are targeted efforts to raise public awareness about suicide and educate immigrants about professional and self-help options to manage their mental health and well-being.

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Jancz, Marek Waclaw. "Social and Psychological Adjustments of First Generation Polish Immigrants to Australia." University of Sydney. Psychology, 2001. http://hdl.handle.net/2123/363.

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The primary aim of this research was to find predictors of psycho-social adjustment of Polish immigrants to Sydney, Australia. There were two sets of independent variables considered: i) personal characteristics, including: intelligence, extraversion, neuroticism, style of attribution and self-acceptance and ii) demographic information, consisted of: age, gender, length of residence, marital status, number of children, educational level, yearly income, immigration status (dependent vs. independent immigration) and residential status. The dependent variables were social (adaptation and assimilation) and psychological adjustment. The hypotheses tested in the study were that each of these personal and demographic characteristics would be associated with adaptation and/or assimilation, and psychological well-being. The two samples (both studies) were composed of more than 200 first generation Polish immigrants who arrived in Australia after 1980. No significant gender differences were found. The internal consistency and principal components structure of Adaptation and Assimilation were examined, and the measures were refined. There were employed standard measurements (i.e. GHQ, BDI, BAI, EPI, ASQ, Raven Matrices and WAIS-Vocabulary) and newly developed measures (i.e. the Social Adjustment Scale and the Self-Acceptance Questionnaire). The general results suggested that psycho-social adjustment was best predicted by three pre-arrival characteristics (extraversion, education and self-acceptance), and post-arrival employment status and length of residence. There were, however, some differences in regard to the particular aspects of psycho-social adjustment. Better adaptation was meaningfully related to employment (income) and education in Study 1, and self-acceptance, employment and extraversion in Study 2; better assimilation seemed to be significantly predicted by education, age of arrival and length of residence (Study 1), and self-acceptance, extraversion, education and age of arrival (Study 2). Psychological [mal]adjustment was best indicated by globality and stability in attributing negative events (Study 1), lower self-acceptance and lack of employment status (Study 2).

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Jancz, Marek. "Social and psychological adjustment of first generation Polish immigrants to Australia." Connect to full text, 2000. http://hdl.handle.net/2123/363.

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Thesis (Ph. D.)--University of Sydney, 2000.
Includes questionnaires and tables. Title from title screen (viewed Apr. 23, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Psychology, Faculty of Science. Includes bibliography. Also available in print form.

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Bortnik, Helen Martha. "Acculturation and family values : first, second, and third generation Russian immigrants." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30374.

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This study compared acculturation and familism of first, second, and third generation Russian immigrants. A sample of 71 included 22 first generation, 30 second generation, and 18 third generation male and female Russian immigrants from Vancouver, B.C., ranging in age from 19 to 82. Questionnaires mailed included demographic items, the Bardis Familism Scale (Bardis, 1959), and a revised Short Acculturation Scale (Marin, Sabogal, Marin, Otero-Sabogal, and Perez-Stable, 1987). Results of one-way ANOVA's revealed that there were no significant differences in scores on the Bardis Familism Scale between any of the three generations, contrary to previous studies with other immigrant groups. However, second and third generation subjects scored significantly higher on the acculturation scale than first generation ones, [F (2, 67) =25.00, p = .001]. A high level of Russian speaking ability and a low education level were associated with higher familism scores, and greater length of time in Canada was associated with higher acculturation scores. Since scores on the acculturation scale were consistent with those obtained in studies with other immigrant groups, this study provides support for the validity of this scale for Russian immigrants.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Ammirati, Theresa Perri. "Making the grade : academic literacies and first-generation college students in a highly selective liberal arts college /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3115619.

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Liao, Wenting. "Defining and negotiating identity and belonging : ethnic name change and maintenance among first-generation Chinese immigrants." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37960.

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The purpose of this grounded theory study was to examine the little researched sociopsychological process behind ethnic name change and maintenance in cross-cultural transitions, including precipitating contexts, events, interpretations and motivations that led to the decision to change or maintain ethnic names, the internal and external experiences pertinent to ethnic name change and maintenance, the patterns and strategies to cope with acculturative stress and perceived barriers in respect to changing and maintaining ethnic names, and the impacts of ethnic name change and maintenance on immigrants’ lives. In order to answer these research questions, ten participants comprising first-generation Chinese immigrants from Mainland China, Taiwan and Hong Kong, including two males and eight females ranging in age between 19 and 45, were interviewed. The findings showed that although many ethnic Chinese felt compelled to adopt western names as a way of adapting to the host society due to feelings of insecurity over their ethnic identities, ethnic name change may not guarantee success in acculturation. In contrast, one’s self-efficacy was much more essential in delivering desired outcomes and coping with acculturative stress. However, ethnic name change likely exerts certain influences on one’s life by affecting the perceptions of an individual by themselves and by others. Based on the differences in the patterns and strategies to cope with acculturative stress between ethnic name changers and non-changers, three styles of defining and negotiating identity and belonging were proposed: enmeshed style, restricted style, and open style. Those who used the open style seemed to be more likely to achieve cultural integration by setting an open, dynamic yet clearly defined cultural boundary. Accordingly, the study proposed a variety of essential components to facilitate acculturation and consolidate cultural identity.

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Dere, Jessica. "Examining the multidimensional nature of acculturation in a multi-ethnic community sample of first-generation immigrants." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99334.

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While acculturation is among the most popular concepts in cultural psychiatry and psychology, the conceptualization and measurement of this construct continue to be issues of significant debate. Recent literature supports the development of multidimensional models of acculturation, in contrast to traditional linear or unidimensional models. The current study examined a multidimensional model of acculturation in a multi-ethnic community sample of first-generation immigrants in Montreal. Two cultural orientations - Canadian and Self-Defined Ethnicity - were assessed independently among Caribbean (n=109), Vietnamese (n=97), and Filipino (n=109) participants. These two cultural orientations were examined across three dimensions of acculturation: ethnic loyalty, ethnic behaviour, and situational ethnic identity. Correlational and factor analysis were used to assess the distinctiveness of the three dimensions, and the relationship between the two cultural orientations. For ethnic behaviour and situational ethnic identity, the two cultural orientations were not related to one another. Among the Vietnamese and Filipino groups, loyalty to one's self-defined ethnic group was positively related to loyalty towards Canadians. Factor analysis revealed two independent components, corresponding to the two cultural orientations. Overall, results support both the need to assess cultural orientations independently, and the multidimensional nature of acculturation.

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Lee, Jay S. "Ministry to first-generation Korean immigrants in America a paradigm of pastoral care for Korean-Americans /." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Alakija, Oluwafunmilayo Bode. "Mediating home in diaspora : identity construction of first and second generation Nigerian immigrants in Peckham, London." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38649.

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This thesis originally sets out to interrogate Brah’s conception of diaspora as the site of everyday lived experiences. Unlike other notions, Brah’s contention is that migrants’ desire for the homeland is a myth. For seven months, the thesis investigates the validity of this statement in the everyday diasporic experiences of first and second generation Nigerians, in the diasporic space of ‘Little Lagos’; Peckham, London. Of particular interest, and under focus in the study, is media use and the affordances that new media technologies, as tools of negotiating multiple attachments to a contemporary Nigeria, provide. In the main, the study sought to find answers to three questions. The first of these was whether the media made the diaspora feel at home within the diasporic space of Peckham. The second investigates how connections between contemporary Nigeria and the UK are negotiated, and the third, the different identities and attachments constructed in ordinary media consumption compared to media engagements with exceptional media events such as those relating to terrorism. Based on media ethnography, the study involves 67 demographically diverse participants – 49 first generation and 19 second generation Nigerian immigrants in Peckham. A combination of participant observation and semi-structured interviews were used to collect the data. The collected data was analysed manually using thematic analysis. One of the key findings is that home is lived in the present by the Nigerian migrants, validating Brah’s proposition, and corroborated by mediation from social, cultural, religious and commercial practices. Although both generations interact with a contemporary Nigeria that is trendy; and has been facilitated in differing ways by technological developments; the first generation of the Nigerian migrants use the media to navigate ties with the home and the place of settlement. For the second generation, the media are windows to global trends, connect them to Nigerians all over the world, as well as keep them abreast of events and issues in Nigeria. Furthermore, the thesis shows through both generations’ contestation of media’s emphasis on the Nigerian aspect of the Woolwich killers’ identities, and through the younger generation’s celebration of the inclusion of afrobeat music, Nollywood and the representation of ankara in the host society and the global mainstream, that discourses of hybrid identities would continue to revolve around a national centre. This thesis builds on the work of Couldry (2013) and Johnson and McKay (2011), as the findings demonstrate that social, religious and cultural practices shape both generations’ engagements with diasporic media, and expand national identification and definitions of home. Overall, the key discovery is that home will continue to be a major issue in diasporic discourse.

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Stein, Jacob R. "Coping and Physical Well-being among First, 1.5, and Second-generation Immigrants of Non-European Descent." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10933508.

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This study brings attention to the growing body of literature examining the role of culture and context in the study of generation-status differences in cross-cultural coping and physical well-being among immigrants to the United State. Prior literature on the unique challenges, stressors, coping strategies, and health outcomes for immigrants provides a basis for hypothesized generation status differences on cross-cultural coping (collectivistic, avoidance, and engagement) and physical well-being (health, safety, and environmental). A sample of 118 male and female first, 1.5, and second-generation immigrants of non-European backgrounds, between the ages of 18 and 35, were recruited from the local community to complete an online questionnaire. Results from the cross-sectional study did not yield support for the hypothesized generational status differences. However, exploratory analyses yielded several significant correlations including a positive relationship between collective coping and the safety dimension of physical well-being. Within-generation exploratory analyses yielded several significant correlations and differences on measures of coping strategies and physical well-being for demographic/contextual factors such as religiosity, age, SES, English fluency, connection to the U.S. culture, education, and ethnicity amongst 1.5 and second-generation immigrants. The empirical investigation of cross-cultural dimensions of coping and physical well-being among immigrants represents a new direction for research. This study also has potential implications for more nuanced understandings of the immigrant paradox, the socioecological perspective of acculturation, collective coping, and inclusion of both objective and subjective experiences of the environment. Implications for theory and practice, methodological limitations, and suggestions for future research are also discussed.

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Tannous, Angela. "Where are you Really from? (Trans)formation and (Re)construction of Identity." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22817.

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Within migration studies, the concept of identity has come to play a significant role in both immigrants’ and the descendants’ lives. The aim of this paper is to get more in-depth knowledge of how the Lebanese community construct their identity in Sweden by focusing on Scania region. This is done by analysing their self-identification, ethnic identity, cultural identity and how they feel they are perceived by the mainstream society. This qualitative study is based on six semi-structured interviews with first-generation Lebanese immigrants who came to Sweden in the 1980s because of the civil war in Lebanon. In addition, six semi-structured interviews with the descendants who are born in Sweden to two Lebanese parents. The results of the study show that the first-generation immigrants have a strong sense of being Lebanese. However, the descendants have developed a bicultural identity that is context dependent.

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DiGiammarino, Anna Maria. "Me and school the elementary and secondary school experiences of first-generation Canadian males of Italian heritage." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/MQ59166.pdf.

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Linares, Carlos. "A Phenomenological Approach to First-Generation Latino Immigrants' Experiences of Cultural Diversity and Inclusion Initiatives in the Workplace." Thesis, Sullivan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739667.

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The purpose of this phenomenological study was to explore the work experiences of foreign-born, first-generation Latino immigrants with regard to cultural diversity and inclusion initiatives to obtain a holistic understanding of their experiences and facilitate their achievements in the organization. Based upon the review of the existing literature regarding Latinos and the outcomes of interviewing 24 participants (13 females and 11 males) in this research study, there are ample opportunities to conduct future empirical studies. The results of this study show the challenges first-generation Latino immigrants faced in the workplace and the importance for organizations with a diverse workforce to foster a more inclusive work environment for Latino immigrants. There is growing evidence that diversity and inclusion initiatives are critical for multicultural organizations. However, the results organizations have achieved and their efforts to create an inclusive workplace for Latino immigrants have been dissatisfactory thus far (Cox Jr., 2011). The methodology applied in this study was a qualitative approach to reflect the essence of the phenomenon studied. Results from this research found 14 family units and four major themes. These themes described how first-generation Latino immigrants understood and defined diversity and inclusion, their positive and negatives perceptions in the work environment, workplace challenges they faced, and their insights on organizational development. Additionally, this research discovered how interviewed participants were excluded by others and by themselves in the workplace. Lastly, this research study contributes to the literature and to the field by offering information that would eventually promote a better understanding of Latino immigrants and a more inclusive environment that encourages belongingness, uniqueness, and a constructive work experience for Latino immigrants.

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Omer, Mirza, and Mathias Svensson. "Human and Ethnic capital : The labor market performance of first-, second-, and third generation male immigrants in Sweden." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85434.

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This essay studies the earnings, human and ethnic capital of immigrants in Sweden and how its transmitted across generations. it focuses on the first-, second-, and third-generation immigrants, were the results indicates that there are differences regarding earnings relative to natives between the generations and how the ethnic-, and human-capital is transmitted across generations. First-generation immigrants had an earning advantage relative to natives, meanwhile the second-, and third-generation faced a disadvantage. One conclusion is that the ethnic capital from the first-generation has a negative impact on the earnings of second-, and third-generation immigrants in Sweden. When measuring the ethnic capital from the second-generation immigrants, the results shows a positive influence on the earnings of the third-generation.

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Mendez, Marina Seraphine. "When Faced with a Democracy: political socialization of first-generation ethnic Russian immigrants in Central and South Florida." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7857.

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It is a qualitative study about political socialization of first-generation ethnic Russian immigrants in Central and South Florida. The method used is a constructivist grounded theory with two-level coding. Based on data collected in forty in-depth interviews, I constructed a model of political socialization. It incorporates a starting point (the legal status in the US), triggers (English language proficiency, spousal support, and parenting), political socialization agencies (English as Second Language classes, a spouse, volunteering, the church) and output structures (bureaucratic institutions). Using respondents’ opinions about American vs. Russian political systems and mass media, their political participation, and views about political efficacy, I created an original classification of immigrants’ political attitudes and behavior. The classification consists of four groups: the Admirers, the Skeptics, the Incurious, and the Recluses. This study fills the gap in the literature about Russian-speaking immigrants in the US. It also contributes to the cache of micro-theories on immigrant political socialization.

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Michaelin, M. Anyanwu Rose. "Diaspora and Cultural Hybridity : A Study of the First and Second Generation Immigrants in Jhumpa Lahiri’s The Namesake." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25494.

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Dissertations / Theses on the topic 'First-generation immigrant'

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