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Journal articles on the topic 'Foreign-born students'

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Published: 25 June 2021
Last updated: 11 February 2022

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1

de Oliveira, Ebenézer A., Jennifer L. Braun, Taryn L. Carlson, and Stephanie G. de Oliveira. "Students’ attitudes toward foreign-born and domestic instructors." Journal of Diversity in Higher Education 2, no. 2 (2009): 113–25. http://dx.doi.org/10.1037/a0015746.

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2

Silveira, Florencia, Mikaela J. Dufur, Jonathan A. Jarvis, and Kristie J. Rowley. "The Influence of Foreign-born Population on Immigrant and Native-born Students’ Academic Achievement." Socius: Sociological Research for a Dynamic World 5 (January 2019): 237802311984525. http://dx.doi.org/10.1177/2378023119845252.

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With recent increases in international migration, some political and academic narratives argue for limiting migration because of possible negative effects on the host country. Among other outcomes, these groups argue that immigrant students have an impact on education, negatively affecting native-born students’ academic performance. The authors contextualize the relationship between immigrant status and academic achievement by considering a macro social setting: country-level foreign-born population. The authors examine achievement from the 2015 Programme for International Student Assessment in 41 high-income countries. The authors use within- and cross-level interactions to examine (1) the relationship between immigrant status and academic achievement, (2) the moderating effect of student socioeconomic status on achievement, and (3) how country-level foreign-born population affects both immigrant and native-born students’ performance. The findings indicate that immigrant students perform similarly to native-born students when considering other contextual factors, with socioeconomic status moderating the effect of immigrant status. Furthermore, all students, immigrant and nonimmigrant students alike, benefit academically from more immigration.
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3

Iwamasa, Gayle Y. "Acculturation of Asian American University Students." Assessment 3, no. 1 (1996): 99–102. http://dx.doi.org/10.1177/107319119600300111.

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The purpose of this study was to assess the level of acculturation among Asian American university students at a large midwestern university using the SL-ASIA. With this sample, results in general support initial and follow-up findings of the scale's concurrent validity with college students from the West Coast and Rocky Mountain areas. Although no gender differences in level of acculturation were found, analyses comparing foreign-born and U.S.-born participants provided further evidence of concurrent validity for the scale.
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4

Junious, DeMonica L., Ann Malecha, Kathryn Tart, and Anne Young. "Stress and Perceived Faculty Support Among Foreign-Born Baccalaureate Nursing Students." Journal of Nursing Education 49, no. 5 (2010): 261–70. http://dx.doi.org/10.3928/01484834-20100217-02.

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5

Garrett, Kendra J., and W. Randolph Herman. "Foreign-Born Students in Baccalaureate Social Work Programs: Meeting the Challenges." Journal of Baccalaureate Social Work 12, no. 1 (2006): 24–38. http://dx.doi.org/10.18084/1084-7219.12.1.24.

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As a result of changes made in U.S. immigration policies in 1965, the number of immigrants and refugees entering the country has exploded, and many of them are now enrolled in baccalaureate social work programs. Social work educators have a dual responsibility to provide help and support for these foreign-born students while upholding the standards of the profession and preparing students to pass licensing examinations. Departments must discuss needs, expectations, challenges, and policies regarding academic requirements. Classroom strategies that ensure individual learning styles are enhanced by context-rich classroom exercises, a liberal use of writing, and a sensitive use of paraphrasing and collaborative learning. Advisors need to be aware of community resources available. Institutions should provide language and economic supports and culturally sensitive counseling centers. Baccalaureate social work educators must examine the unjust economic and social policies and lead the way in addressing barriers placed in the way of immigrant and refugee students.
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Malecha, Ann, Kathryn Tart, and DeMonica L. Junious. "Foreign-Born Nursing Students in the United States: A Literature Review." Journal of Professional Nursing 28, no. 5 (2012): 297–305. http://dx.doi.org/10.1016/j.profnurs.2012.03.001.

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7

Fries-Britt, Sharon, Chrystal A. George Mwangi, and Alicia M. Peralta. "The Acculturation Experiences of Foreign- Born Students of Color in Physics." Journal of Student Affairs Research and Practice 51, no. 4 (2014): 459–71. http://dx.doi.org/10.1515/jsarp-2014-0045.

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Interiano, Claudia G., and Jae Hoon Lim. "A “Chameleonic” Identity: Foreign-Born Doctoral Students in U.S. Counselor Education." International Journal for the Advancement of Counselling 40, no. 3 (2018): 310–25. http://dx.doi.org/10.1007/s10447-018-9328-0.

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9

Selvitopu, Abdullah. "Exploring the Lived Social and Academic Experiences of Foreign-born Students." Journal of International Students 10, no. 3 (2020): 590–612. http://dx.doi.org/10.32674/jis.v10i3.1171.

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The purpose of this study is to provide a better understanding of the experiences of FBSs studying at a Turkish public university. The study attempted to provide useful findings for student services, faculties, policy makers, and other stakeholders to effectively address the needs, interests, and aspirations of FBSs, thereby helping them better adapt to school and community life in Turkey. The researcher collected the data in the winter of 2019 by utilizing an open-ended interview protocol with a snowball sampling of seven FBSs. Three themes emerged from the students’ spoken words: first days’ experience, balancing period through social experiences, and the lived academic experiences. Findings from this study suggest that FBSs have lived many positive and negative social and academic experiences. For most, negative experiences were transformed into positive ones with various facilitators that brought FBSs personal growth and better adaptation.
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10

Richardson, Brittany. "Interesting Patterns Found When Academic and Public Library Use by Foreign-born Students Is Assessed Using ‘Super-Diversity’ Variables." Evidence Based Library and Information Practice 14, no. 4 (2019): 182–84. http://dx.doi.org/10.18438/eblip29644.

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A Review of:
 Albarillo, F. (2018). Super-diversity and foreign-born students in academic libraries: A survey study. portal: Libraries and the Academy, 18(1), 59-91. https://doi.org/10.1353/pla.2018.0004
 Abstract
 Objective – To evaluate the relationship between academic and public library usage and various characteristics of foreign-born students.
 Design – Survey questionnaire.
 Setting – Medium-sized public liberal arts college in the northeastern United States.
 Subjects – 123 foreign-born students enrolled at the institution in fall 2014.
 Methods – The researcher emailed a five-part survey to participants who indicated on a screening survey that they were foreign-born students currently enrolled at the college. Of the participants emailed, 94 completed the survey. The survey used a super-diversity lens to assess academic and public library use by foreign-born students in relationship to multiple variables, including student status, race and ethnicity, immigration status, first-generation student status, gender, age, age of arrival in the United States (US), years living in the US, and ZIP Code (used to approximate median income based on the US Census Bureau’s 2014 American Community Survey). Respondents reported frequency of use on a Likert-type scale of 1=Never to 6=Always. The author adapted items from the In Library Use Survey Instrument (University of Washington Libraries, 2011). Usage types included: computer, Wi-Fi, staff assistance, electronic resources, physical resources, printing/scanning/photocopying, program attendance, and physical space. Independent sample t-tests were used to evaluate mean differences in reported library usage based on demographic variables. The author used Somers’ d statistical tests to explore the relationship between library use and age, age on arrival in the US, years lived in the US, and median income. The survey asked participants to describe both academic and public libraries in five words. To show term frequency, the author used word clouds as a visualization technique.
 Main Results – The study reported on the results of the library use survey section. Overall, foreign-born students used college libraries more frequently than public libraries. The author reported on findings that were statistically significant (p ≤ 0.5), focusing on those with mean differences ≥ 0.5. Key findings included: undergraduate students used public libraries and Wi-Fi/e-resources onsite at college libraries more often than graduate students; first-generation students gathered at the library with friends more frequently; no significant difference was reported in library resource use by gender; and non-white students used the college library more frequently as a study space and for printing. The author was surprised no significant differences in usage were found between participants with permanent vs. temporary immigration status. Somers’ d associations showed an inverse relationship between age and Wi-Fi use and age of arrival in the United States and likelihood of eating in the library. Overall, both library types were positively described in open-ended responses as places with social and academic value.
 Conclusion – The author suggested the concept of super-diversity equips librarians with a more inclusive approach to studying library user perspectives and behaviors. The author used survey data and the Association of College and Research Libraries (ACRL) Diversity Standards (2012) to highlight library service considerations for foreign-born students. Examples of suggested service improvements included supporting printing in Unicode non-English fonts, cultivating a diverse library staff, and providing culturally appropriate library orientations and outreach. The author recommended that more research with foreign-born students was needed to assess culturally appropriate areas for eating and socializing, unique information needs, and expectations and awareness of library services. The author suggested first-generation students’ use of the library for socializing and non-white students’ higher use of libraries for studying as two areas for further qualitative study. The author also suggested creating services and partnerships between public and academic libraries could support foreign-born students, even recommending cross-training of library staff.
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11

Cheung, Yuet W. "Ethnic Identification and Alcohol Use among Canadian-Born and Foreign-Born High School Students in Toronto." International Journal of the Addictions 28, no. 11 (1993): 1095–109. http://dx.doi.org/10.3109/10826089309056245.

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12

Hamilton, Hayley A., Akwasi Owusu-Bempah, Angela Boak, and Robert E. Mann. "Ethnoracial differences in cannabis use among native-born and foreign-born high school students in Ontario." Journal of Ethnicity in Substance Abuse 17, no. 2 (2017): 123–34. http://dx.doi.org/10.1080/15332640.2017.1312655.

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13

Wang, Fei. "The Lived Experiences of Canadian-Born and Foreign-Born Chinese Canadian Post-Secondary Students in Northern Ontario." Journal of International Students 6, no. 2 (2016): 451–77. http://dx.doi.org/10.32674/jis.v6i2.366.

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This phenomenological study provided an in-depth description of the internal meaning of the lived experiences of Canadian-born and foreign-born Chinese students in Canada and uncovered the differences in their social experiences. The study used semi-structured interviews to allow the participants to express their views on their lives in Northern Ontario, Canada. Four themes emerged: (a) perceptions of ethnic identity; (b) cultural integration; (c) perceptions of academic performance and (d) the effect of Canadian education on career options. The study revealed that Canadian-born Chinese students differed from their foreign-born counterparts in their viewpoints on ethnic identity; their perceptions concerning acculturation; and academic performance. They shared similarities in their views about Canadian and Chinese educational systems, teaching styles, and their career expectations.
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14

Marvasti, Akbar. "Foreign-Born Teaching Assistants and Student Achievement: An Ordered Probit Analysis." American Economist 51, no. 2 (2007): 61–71. http://dx.doi.org/10.1177/056943450705100210.

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This paper deals with a wide spread perception that foreign-born teaching assistants (FBTA) have an adverse effect on American undergraduate students. The maximum likelihood technique is used to arrive at an unbiased and efficient estimate of the grade function. It is demonstrated that while the FBTA appears to have an adverse effect on the academic performance of American students, the effect does not seem to be due to the lack of language proficiency of the FBTA. Furthermore, the adverse effect is not uniform among students with different performance levels in the course and is absent in more rigorous classes. (JEL A22, J00)
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15

Grogger, Jeffrey, and Gordon Hanson. "The Scale and Selectivity of Foreign-Born PhD Recipients in the US." American Economic Review 103, no. 3 (2013): 189–92. http://dx.doi.org/10.1257/aer.103.3.189.

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We study the scale and selectivity of foreign-born PhD students in science and engineering. We focus on students from China, India, Korea, and Taiwan, which together account for most roughly one-third of science and engineering PhD students in the United States. The selectivity of these students is high, as measured by their fathers' relative education levels. In China and India, fathers of students who receive US PhDs in these fields are roughly 15 times more likely to have a BA degree than their contemporaries are to have tertiary education. Over time, selectivity falls for China but the trend for other countries is ambiguous.
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16

Eisenchlas, Susana A., and Chiharu Tsurutani. "You sound attractive! Perceptions of accented English in a multilingual environment." Australian Review of Applied Linguistics 34, no. 2 (2011): 216–36. http://dx.doi.org/10.1075/aral.34.2.05eis.

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Sociolinguistic research on attitudes towards language has revealed that native speakers of English are drawn towards those who share their native accent and respond cautiously, perhaps negatively, towards those speaking in ‘accented’ English (Lambert, Hodgson, Gardner & Fillenbaum, 1960; Rubin, 1992). These perceptions greatly disadvantage migrants in competitive job and educational markets. This study investigated perceptions held by Australian university students learning foreign languages towards lecturers with non-standard English accents. The investigators used a modified matched-guised technique to test students’ responses to speech samples from six speakers, one Australian born and raised and five foreign born and raised. Results contrasted clearly with those of previous studies; students rated those who they heard as ‘accented’ speakers highly in many personality dimensions, suggesting the students’ greater readiness to accept foreign accents. The results highlight the importance of foreign language learning in fostering acceptance of linguistic and cultural difference and in facilitating mutual understanding among groups, particularly in multicultural societies.
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17

Quang, Yen N., Joanne Vu, Jihey Yuk, Chin-Shang Li, Moon Chen, and Christopher L. Bowlus. "Prevalence of Hepatitis B Surface Antigen in US-Born and Foreign-Born Asian/Pacific Islander College Students." Journal of American College Health 59, no. 1 (2010): 37–41. http://dx.doi.org/10.1080/07448481.2010.486811.

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18

Eliasson, Arne H., Arn H. Eliasson, and Christopher J. Lettieri. "Differences in sleep habits, study time, and academic performance between US-born and foreign-born college students." Sleep and Breathing 21, no. 2 (2016): 529–33. http://dx.doi.org/10.1007/s11325-016-1412-2.

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19

Albarillo, Frans. "Super-Diversity and Foreign-Born Students in Academic Libraries: A Survey Study." portal: Libraries and the Academy 18, no. 1 (2018): 59–91. http://dx.doi.org/10.1353/pla.2018.0004.

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20

GRAYSON, J. PAUL. "Linguistic Capital and Academic Achievement of Canadian- and Foreign-Born University Students." Canadian Review of Sociology/Revue canadienne de sociologie 45, no. 2 (2008): 127–49. http://dx.doi.org/10.1111/j.1755-618x.2008.00007.x.

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21

Schipolowski, Stefan, Aileen Edele, Nicole Mahler, and Petra Stanat. "Mathematics and science proficiency of young refugees in secondary schools in Germany." Journal for Educational Research Online 2021, no. 1 (2021): 78–104. http://dx.doi.org/10.31244/jero.2021.01.03.

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Reliable information on the integration of refugee students in the German educational system is scarce. In this paper, we examine refugee students’ proficiency in mathematics, biology, chemistry, and physics in comparison to other students with and without an immigrant background, including non-refugee foreign-born students. We analyzed test data from 44,882 ninth-grade students, including 939 refugees, who participated in a national educational monitoring study in Germany (IQB Trends in Student Achievement 2018). In a series of regression models, we estimated the extent to which differences in students’ language proficiency and their families’ social background account for disparities in mathematics and science achievement. Compared to students without an immigrant background, refugee students’ achievement scores were on average 15 to 17 points lower (on a scale with SD = 10 for all ninth-grade students in Germany). Refugees also scored substantially lower than non-refugee foreign-born students (difference of 7 to 10 points). Taking social background and language proficiency into account substantially reduced refugees’ achievement disadvantage to 2 to 5 points compared to students without an immigrant background and to 1 to 5 points compared to non-refugee foreign-born students, with language proficiency explaining the largest proportion of variance. The remaining disparities correspond to a learning gain of roughly one school year in Germany. The results emphasize the importance of providing effective support aimed at fostering refugees’ proficiency in the language of instruction.
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22

Wang, Chenyu. "The irony of an ‘international faculty’." Learning and Teaching 14, no. 2 (2021): 32–54. http://dx.doi.org/10.3167/latiss.2021.140203.

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Using the autoethnographic case study method, this article examines how my positionality as a foreign-born faculty member intersects with the institutional rhetoric of diversity and inclusion present in many predominantly White institutions. My vignettes show that foreign-born faculty, although contributing to the representation of diversity numbers, are positioned as knowledge providers in the discussions about the ‘global’, the ‘cultural’ and sometimes the ‘racial’, thus, ironically reinforce the embedded White institutional culture. This article argues that foreign-born faculty members could make use of their cultural positions to unpack the classed and racial culture on campus and to cultivate students’ anthropological sensibility. In other words, foreign-born faculty are in a unique position of recognising the limitations of the current diversity and inclusion rhetoric in predominantly White institutions (PWI), but also, they have the potential of decentring the White, middle-class cultural norms. This article concludes with some pedagogical implications.
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23

Conger, Dylan, Amy Ellen Schwartz, and Leanna Stiefel. "Immigrant and Native-Born Differences in School Stability and Special Education: Evidence from New York City." International Migration Review 41, no. 2 (2007): 403–32. http://dx.doi.org/10.1111/j.1747-7379.2007.00073.x.

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Using the literature on achievement differences as a framework and motivation, along with data on New York City students, we examine nativity differences in students' rates of attendance, school mobility, school system exit, and special education participation. The results indicate that, holding demographic and school characteristics constant, foreign-born have higher attendance rates and lower rates of participation in special education than native-born. Among first graders, immigrants are also more likely to transfer schools and exit the school system between years than native-born, yet the patterns are different among older students. We also identify large variation according to birth region.
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24

Hingson, R. W., L. Strunin, M. Grady, et al. "Knowledge about HIV and behavioral risks of foreign-born Boston public school students." American Journal of Public Health 81, no. 12 (1991): 1638–41. http://dx.doi.org/10.2105/ajph.81.12.1638.

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25

Schwartz, Amy Ellen, and Leanna Stiefel. "Immigrants and the Distribution of Resources Within an Urban School District." Educational Evaluation and Policy Analysis 26, no. 4 (2004): 303–27. http://dx.doi.org/10.3102/01623737026004303.

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In New York City, where almost 14% of elementary school pupils are foreign-born and roughly half of these are “recent immigrants,” the impact of immigrant students on school resources may be important. While immigrant advocates worry about inequitable treatment of immigrant students, others worry that immigrants drain resources from native-born students. In this article, we explore the variation in school resources and the relationship to the representation of immigrant students. To what extent are variations in school resources explained by the presence of immigrants per se rather than by differences in student educational needs, such as poverty or language skills, or differences in other characteristics, such as race? Our results indicate that, while schools resources decrease with the representation of immigrants, this relationship largely reflects differences in the educational needs of immigrant students. Although analyses that link resources to the representation of foreign-born students in 12 geographic regions of origin find some disparities, these are again largely driven by differences in educational need. Finally, we find that some resources increase over time when there are large increases in the percentage of immigrants in a school, but these results are less precisely estimated. Thus, elementary schools appear not to be biased either against or for immigrants per se, although differences in the needs of particular groups of immigrant students may lead to more (or fewer) school resources.
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Herold, Mariella Espinoza. "Second Language Learning: Cultural Adaptation Processes in International Graduate Students in U.S. Universities." Journal of International Students 2, no. 1 (2012): 124–25. http://dx.doi.org/10.32674/jis.v2i1.543.

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The impact of globalization, the rapid technical advancements, and the access to educational opportunities have attracted large numbers of bright international students to study in the United States. Graduate and undergraduate international students as well as foreign-born faculty are now visible in American higher education institutions
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27

Nelson, Marjorie E., and Ann R. Fingar. "Tuberculosis Screening and Prevention for Foreign-Born Students: Eight Years Experience at Ohio University." American Journal of Preventive Medicine 11, no. 3 (1995): 48–54. http://dx.doi.org/10.1016/s0749-3797(18)30407-0.

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28

Capers, K. Jurée, and Candis W. Smith. "Race, Ethnicity, and Immigration: Assessing the Link between Passive and Active Representation for Foreign-Born Clients." Journal of Public Administration Research and Theory 31, no. 4 (2021): 704–22. http://dx.doi.org/10.1093/jopart/muab009.

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Abstract Representative bureaucracy scholars contend that clients are likely to experience greater benefits and more positive policy outcomes from public agencies when bureaucrats share salient demographic characteristics. Despite the large body of evidence that shows a link between passive and active representation, much of the extant representative bureaucracy literature rests on an assumption of group homogeneity. However, racial groups have a great deal of heterogeneity among them, particularly due to immigration patterns. One-fifth of Black Americans have ties to some other country, thus allowing us to leverage heterogeneity among this group to examine who most effectively represents foreign-born clients. Differences between Black native-born bureaucrats and Black foreign-born clients in experiences, socialization processes, and interests may hinder the linkage between passive and active representation for Black immigrants. However, a shared connection to immigration among foreign-born Black clients and Latinx and Asian bureaucrats may facilitate a passive to active representation linkage for Black immigrants. Using fixed effects, comparative relational analytic models, we analyze New York City public school data from the 2005–2006 to 2015–2016 school terms to find that racial representative bureaucracy crosses ethnic lines. Both foreign-born and native-born Black students experience performance gains when taught by a Black teacher. Our research holds implications for understanding the complexities of representation for pan-ethnic groups and emphasizes the challenges that heterogeneity poses for the theory of representative bureaucracy.
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29

Schwartz, Amy Ellen, and Leanna Stiefel. "Is There a Nativity Gap? New Evidence on the Academic Performance of Immigrant Students." Education Finance and Policy 1, no. 1 (2006): 17–49. http://dx.doi.org/10.1162/edfp.2006.1.1.17.

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Public schools across the United States are educating an increasing number and diversity of immigrant students. Unfortunately, little is known about their performance relative to native-born students and the extent to which the “nativity gap” might be explained by school and demographic characteristics. This article takes a step toward filling that void using data from New York City where 17 percent of elementary and middle school students are immigrants. We explore disparities in performance between foreign-born and native-born students on reading and math tests in three ways—using levels (unadjusted scores), “value-added” scores (adjusted for prior performance), and an education production function. While unadjusted levels and value-added measures often indicate superior performance among immigrants, disparities are substantially explained by student and school characteristics. Further, while the nativity gap differs for students from different world regions, disparities are considerably diminished in fully specified models. We conclude with implications for urban schools in the United States.
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Anderson, Stuart. "The Multiplier Effect." Journal of Cognitive Education and Psychology 4, no. 3 (2005): 362–74. http://dx.doi.org/10.1891/194589505787382739.

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New research shows that foreign-born professionals and students are contributing more to the United States than previously thought—their children are rising intellectual superstars—and without them the nation’s technological and scientific standing is at risk.
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Carrión-Martínez, José Juan, Stefania Ciaccio, María del Mar Fernández-Martínez, Carmen María Hernández-Garre, and María Dolores Pérez-Esteban. "The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors." Social Sciences 10, no. 7 (2021): 269. http://dx.doi.org/10.3390/socsci10070269.

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This study aims to analyze the implications of linguistic mediation processes and educational proactivity in schools for the socio-educational adaptation of immigrant students. The study is based on empirical research and the perspectives of the main actors: the immigrant students themselves. To this end, a non-experimental and descriptive quantitative methodology was used. The sample consisted of 100 students of foreign origin enrolled in an Italian school located in a typical socio-cultural environment. The results show significant differences in linguistic mediation and socio-educational variables and differences in expectations of progress and social adaptation of students born outside Italy vis-a-vis students who, although born in Italy, are still considered foreigners. It will also analyze teaching proactivity as a communication facilitator for first-generation immigrant pupils born outside Italy. In conclusion, it is noted that, to favor multicultural environments where all students, regardless of their origin, feel accepted, integrated, and welcomed, it is necessary to utilize all available resources to promote improvements in teaching-learning processes and strengthen social relations.
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Song, Suzan J., Robert Ziegler, Lisa Arsenault, Lise E. Fried, and Karen Hacker. "Asian Student Depression in American High Schools." Journal of School Nursing 27, no. 6 (2011): 455–62. http://dx.doi.org/10.1177/1059840511418670.

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There are inconsistent findings about depression in Asians. This study examined risk factors for depression in Asian and Caucasian adolescents. Stratified bivariate secondary analyses of risk indicators and depressed mood were performed in this cross-sectional study of high school survey data (9th to 12th grades) from 2,542 students (198 Asian). Asians had a higher prevalence of depressed symptoms, but similar risk factors as Caucasians. Smoking and injury at work were major risk factors for depressed mood among Asians. Asian-specific risk factors for depression were being foreign-born and having a work-related injury. Asian and Caucasian teens have similar risk factors for depressed mood, though being foreign born and having a work-related injury are risk factors specific to Asian youth, possibly related to social–economic status. Providers of care in school, such as school nurses, can be important primary screeners of depression for Asian students in particular.
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Hu, Yating, and Kun Dai. "Foreign-born Chinese students learning in China: (Re)shaping intercultural identity in higher education institution." International Journal of Intercultural Relations 80 (January 2021): 89–98. http://dx.doi.org/10.1016/j.ijintrel.2020.11.010.

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34

Lam, Michelle. "Effects of Canada’s Increasing Linguistic and Cultural Diversity on Educational Policy, Programming and Pedagogy." Journal of Contemporary Issues in Education 14, no. 2 (2019): 16–32. http://dx.doi.org/10.20355/jcie29370.

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In Canada, 22.9% of people report a “mother tongue” that is not English or French (Government of Canada, 2017) and most of them are newcomers. Within Canadian primary and secondary school, there were 4.75 million students enrolled in the 2015/2016 school year (Statista, 2018), and 2.2 million children under age 15 who were foreign-born or who had at least one foreign-born parent (Government of Canada, 2017). Thirty-seven and a half percent of all Canadian children have an immigrant background (Government of Canada, 2017). These statistics point towards large numbers of students in Canadian schools who have a depth of linguistic resources and repertoire. This diversity has implications on educational policy, programming, and pedagogy. In order to ensure that the education provided to students in Canadian classrooms is relevant, future-focused, and honouring to the depth of linguistic and cultural resources represented within the classroom it is necessary for teachers and policy-makers to have a strong understanding of how English as an additional language (EAL) students learn language and literacy, and how they enrich the learning environment of the classroom as a whole. This article describes the effects of Canada’s increasing diversity on educational policy, programing and pedagogy.
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35

Wingate, La’Marcus T., Margaret S. Coleman, Drew L. Posey, et al. "Cost-Effectiveness of Screening and Treating Foreign-Born Students for Tuberculosis before Entering the United States." PLOS ONE 10, no. 4 (2015): e0124116. http://dx.doi.org/10.1371/journal.pone.0124116.

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36

Maskus, Keith E., Ahmed Mushfiq Mobarak, and Eric T. Stuen. "International Graduate Education and Innovation: Evidence and Issues for East Asian Technology Policy." Asian Economic Papers 6, no. 3 (2007): 78–94. http://dx.doi.org/10.1162/asep.2007.6.3.78.

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We discuss the policy questions and debate surrounding the role of international (foreign-born) graduate students in the productivity of universities, particularly in the United States. Concerns about national security have induced U.S. immigration authorities to limit the number of foreign doctoral students in science and engineering (S&E) departments in American research universities. This policy has reduced such enrollments beyond the decline already in evidence. Many university officials and business leaders are concerned that this reduction in foreign S&E students will damage domestic research capabilities and broader economic innovation. We review two recent studies of how the presence of international graduate students contributes to scientific journal publications and patents awarded to universities. Both studies, one using macro time-series data and one using micro student-level panel data, find strongly positive impacts, suggesting that limited access to foreign students could diminish knowledge creation and innovation. We then relate these results to educational and innovation policy in key East Asian economies. These nations have an opportunity to increase their enrollments of S&E students, which should enhance their own innovation capacities. However, to achieve full growth benefits from such changes in visa policy, governments need to ensure their economies are conducive to robust and competitive innovation processes.
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G. Chumarova, Lyubov, Evgeniya A. Belyayeva, and Rezida. "EDUCATIONAL VALUE OF TOPONYMICAL DICTIONARIES IN TEACHING FOREIGN LANGUAGE." Humanities & Social Sciences Reviews 7, no. 6 (2019): 20–23. http://dx.doi.org/10.18510/hssr.2019.765.

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Purpose of the study: This article is about the experience of using toponymical dictionaries in the process of developing communicative skills of the students at undergraduate level.
 Methodology: The authors use toponymical dictionaries of the native language and of the learning foreign language as valuable sources in their work. According to our experience, the toponymical dictionaries help to motivate students for self-study, to find interesting information about their native places where they were born and grew up and about the English-speaking countries. Students research the names of the places with great interest.
 Results: The authors analyzed the educational value of toponymical dictionaries. In the article, it is described the research of some successful methods and techniques of using toponymical dictionaries in teaching foreign language. It was researched pedagogical principals of using toponymical dictionaries in teaching and learning process; what results are possible to achieve and what exercises can be used working with toponymical dictionaries in teaching foreign language.
 Applications of this study: This research can be used for the universities, teachers, and students.
 Novelty/Originality of this study: In this research, the model of the Educational Value of Toponymical Dictionaries in Teaching Foreign Language is presented in a comprehensive and complete manner.
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38

Killias, Martin, and Anastasiia Lukash. "Migration, not migrants, is the problem: Delinquency among migrants and non-migrants in Switzerland and ex-Yugoslavia." European Journal of Criminology 17, no. 6 (2019): 896–917. http://dx.doi.org/10.1177/1477370819828329.

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The nexus between migration and crime has been studied over nearly a century across many countries from all continents. Research has concentrated on comparisons of migrants (or their offspring) with natives. Comparisons between migrants and comparable samples from their countries of origin have not been undertaken so far, however, because data were usually limited to the host country. The International Self-Reported Delinquency Study (ISRD-3, Enzmann et al., 2018) allows this gap to be overcome. In Switzerland, with its large immigrant minority – one student in two has roots in a foreign country – migrants of different backgrounds can be compared with native Swiss and with students who attend schools in ex-Yugoslavia where many migrants are from. We compare data on self-reported offences and victimization in the family collected through interviews with some 4000 juveniles in Switzerland and more than 6000 students of the same age in four countries of ex-Yugoslavia (Bosnia-Herzegovina, Serbia, Kosovo, Macedonia). Native-born youths in Switzerland report fewer offences than their immigrant peers, including those from ex-Yugoslavia. Although differences between students from ex-Yugoslavia and other foreign countries are relatively small, juveniles in ex-Yugoslavia report far lower offending rates than immigrants of the same age in Switzerland. Their rates are similar or lower than among native Swiss students. Further, rates of physical punishment and maltreatment are higher among immigrants than among non-migrants in Switzerland and in ex-Yugoslavia. We conclude that cultural background is unrelated to delinquency and parental punishment, but the experience of migrating goes along with violence within the family and self-reported offending. Differences exist between various family constellations, students born or with at least one parent born in Switzerland committing fewer offences and experiencing less parental violence.
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39

Fruehwald, E. Scott. "How to Help Students from Disadvantaged Backgrounds Succeed in Law School." Texas A&M Law Review 1, no. 1 (2013): 83–128. http://dx.doi.org/10.37419/lr.v1.i1.3.

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Over the past 50 years, law schools have seen an amazing increase in the diversity of their students. Minorities, women, and the foreign born now make up a significant percentage of those attending law school. However, law school education has changed little in reaction to the new kind of students it must educate. Law schools continue to use the casebook/Socratic method with some modifications at the edges for legal writing and clinics. While law schools have added minority offices, remedial classes, bar review courses, and academic support personnel, these efforts have not helped to the extent hoped.
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40

Voskresenskaia, Tatiana Anatolievna. "Methodical recommendations on the use of computer game sims for the development of foreign language lexical skills." Interactive science, no. 5 (39) (May 27, 2019): 26–28. http://dx.doi.org/10.21661/r-496723.

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This article deals with the problems of teaching modern English to younger schoolchildren, who are also called «digital natives». Children born with «gadgets in their hands» require the use of new means of teaching a foreign language. Using the video game SIMs as an example, the possibility of involving students in the school curriculum, which helps to increase motivation, interest, and increase the authority of a teacher during lessons, is shown. Of course, this requires specific equipment, and most importantly, the teacher's desire to be on the same wavelengthwith the students.
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41

Potochnick, Stephanie. "The Academic Adaptation of Immigrant Students with Interrupted Schooling." American Educational Research Journal 55, no. 4 (2018): 859–92. http://dx.doi.org/10.3102/0002831218761026.

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This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with interrupted schooling and uses multivariate analysis to assess their academic performance compared to other immigrants and nonimmigrants. Results indicate that over 10% of foreign-born youth experience interrupted schooling. These students have lower academic achievement and attainment than their peers, but are just as or more engaged in school. Premigration demographics, but not postmigration family and school characteristics, explain some of these academic performance differences and the consequences of interrupted schooling differ for primary- and secondary-grade-age arrivals.
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42

Solomakha, Angelika. "USE OF FOREIGN LANGUAGE ONLINE TRAINERS FOR FORMING A FOREIGN LEXICAL COMPETENCE OF A FUTURE PEDAGOGUE." Educological discourse, no. 3-4 (2019): 143–55. http://dx.doi.org/10.28925/2312-5829.2019.3-4.143155.

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The article considers modern approaches and innovative means of development of the foreign language communicative competence of future teachers. The author emphasizes and substantiates the necessity of widespread usage of digital technologies in the process of modern students` foreign language training as a component of professional pedagogical competence. The usage of on-line resources contributes not only to the acquisition of a foreign language, at the same time it is also an example, according to the methodological point of view, and can be used in further pedagogical activities in foreign language classes in pre-school establishments and in foreign language lessons in the New Ukrainian School. After graduating the university modern bachelors will work with the children – representatives of Generation Z, so the ability to use digital means of teaching a foreign language is a demand of time, because modern children, born in the digital would, must be taught by digital means. This is their natural environment. World leading countries understand the necessity of preparing teachers with a high level of a formed digital competence. So, the task of the XXI century modern university, which trains future educators for professional activity, is to form their readiness to teach in the New Ukrainian School by such means that follow the demands of time and will allow to form the XXI Century Competences. The article states that mastering the foreign language lexical material and deepening the level of lexical skills and abilities formation of students-bachelors of the specialty 013 Primary education, 012 Preschool education have a great general and practical significance, because the word is the main component of foreign language communicative competence, and the dictionary on-line simulators, which the author uses in the discipline "Foreign Language and Teaching Methodology (the German language)", allow to intensify the learning process both in the classroom and during the students’ self-work.
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43

Gosiewska-Turek, Bogusława. "THE IMPACT OF ANXIETY ON SPEAKING IN ADOLESCENT AND ADULT GROUPS OF ENGLISH LEARNERS." Journal of Education Culture and Society 9, no. 2 (2018): 93–106. http://dx.doi.org/10.15503/jecs20182.93.106.

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Aim: The aim of this article is to investigate the interdependence between adolescent and adult students’ anxiety and their foreign language speaking achievements. It has been proved that there is no correlation between adolescent learners’ anxiety and their speaking attainments in a foreign language as well as that there is a weak correlation between adult students’ anxiety and their speaking achievements.
 Method: The author of the study employed quantitative research. Data was collected from anxiety questionnaires completed by the students and from achievement sheets filled in by the English teacher based on five-minute speeches performed by adolescent and adult students.
 Conclusion: According to the research results, there is no interdependence between adolescent students’ anxiety and their speaking attainments and the correlation between adult students’ anxiety and their speaking achievements is weak. Nevertheless, a number of other studies revealed the interdependence between students’ anxiety and their speaking attainments. Therefore, limitations of the study should be born in mind, and the results of the following study can be applied only to the subjects participating in the study. Hence, it is relevant to repeat the study with larger samples of subjects.
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44

Burt, Brian A., Alexander Knight, and Justin Roberson. "Racializing Experiences of Foreign-Born and Ethnically Diverse Black Male Engineering Graduate Students: Implications for Student Affairs Practice, Policy, and Research." Journal of International Students 7, no. 4 (2017): 925–43. http://dx.doi.org/10.32674/jis.v7i4.182.

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Despite a growing body of work on the experiences of Black collegians, the higher education knowledge base lacks scholarship focused on Black men in graduate programs who are foreign-born and/or identify ethnically as other than African American. In this article, we provide a domain-specific investigation (i.e., based on students’ field of study), centering on nine Black men in engineering graduate programs. Three themes emerged regarding students’ racialized experiences and effects of racialization: (1) racialization as a transitional process; (2) cultural identity (dis)integrity; and (3) racialized imposter syndrome. We conclude with implications for developing and implementing promising practices and activities that aid students throughout graduate school. Such targeted efforts might also improve the likelihood of students remaining in the engineering workforce.
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45

Yeh, Jih-Cheng J., Sharon H. Hsu, Angela J. Mittmann, Dana Litt, and Irene M. Geisner. "Understanding differences in alcohol consumption and depressed mood between U.S.- and foreign-born Asian and Caucasian college students." Journal of Ethnicity in Substance Abuse 15, no. 2 (2015): 160–75. http://dx.doi.org/10.1080/15332640.2015.1011733.

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46

Grams, Grant W. "Louis Hamilton: A British Scholar in Nazi Germany." Fascism 5, no. 2 (2016): 177–200. http://dx.doi.org/10.1163/22116257-00502005.

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Louis Hamilton (1879–1948) was a British national that lectured at various institutions of higher learning in Berlin from 1904–1914, and 1919–1938. During the Third Reich (1933–1945) Hamilton was accused of being half-Jewish and his continued presence at institutions of higher learning was considered undesirable. Hamilton like other foreign born academics was coerced to leave Germany because the Nazi educational system viewed them as being politically unreliable. Hamilton’s experiences are an illustration of what foreign academics suffered during the Third Reich. The purpose of this article is to shed new light on the fate of foreign academics in Nazi Germany. Although the fate of Jewish professors and students has been researched non-Jewish and non-Aryan instructors has been a neglected topic within the history of Nazism.
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Norbert, Grünwald, and Postler Gregor M.A. "Integration Through Qualification." Balkan Region Conference on Engineering and Business Education 1, no. 1 (2014): 551–54. http://dx.doi.org/10.2478/cplbu-2014-0096.

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AbstractForeign students are an asset to our university and our society. They bring a wealth of experience and resources such as openness to foreign cultures, great motivation to acquire a successful degree in Germany, language skills and creativity. The 1957 in Newark born and not uncontroversial economist and Professor Richard Florida speaks in this context of the “creative class” and sees a connection between the economic strength of a region and the diversity of its population.
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48

Anggreani, Lydia. "A Brief Analysis of Errors and Their Causes of Indonesian Students Learning Chinese Characters 浅析印尼留学生学习汉字的偏误及原因". Humaniora 6, № 3 (2015): 334. http://dx.doi.org/10.21512/humaniora.v6i3.3358.

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Chinese characters are symbols of written notation system. It is the carrier of heritage and development of Chinese cultural. Teaching Chinese as a foreign language is a new discipline that has rapidly developed, but Chinese characters are difficult to be taught and write. For bahasa Indonesia doesn't have any relation with Mandarin, it is easy to make mistake in learning Mandarin. When Indonesian students learned Chinese characters, they found that Chinese characters were one of the difficulties. Some of the students realized the importance of Chinese characters. They had learned every day, but the results were not ideal. Because some of the students did not learn very well in Chinese word, it affected their improvement in their listening, speaking, reading, and writing skill, also it affected their interest in learning Chinese. Nevertheless, some students found that Chinese characters were very hard so it pushed them to try harder in learning Mandarin and this kind of effort made them get good result; hence, it actually had some psychology effect. Research was done onIndonesian born Chinese that study abroad. Data collection was gathered from student’s exercises, homeworks, and exams. The result of the research is that Indonesian born Chinese usually didn't follow the right stroke in when learning Chinese characters.
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49

Fedorenko, Irina. "Turning the Tables on Foreign Assistance in Second-Generation Environmentalism in Russia and China." Inner Asia 19, no. 1 (2017): 157–82. http://dx.doi.org/10.1163/22105018-12340083.

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Civil society and environmentalngos in Russia and China have been facing gradual crackdowns from their governments for the past decade and have been accused of being connected to foreign governments. Due to the changes in political and legal environments and the rise of a new generation of activists, the civil society landscape has been transformed in both countries. Drawing on 14 months of fieldwork, this paper aims to provide an updated account of environmental activism in Russia and China—the post-foreign-funding civil society. It focuses on grass-rootsngos and their relationships with their foreign donors and the consequences of foreign grant withdrawal. The paper aims to understand how foreign support has shaped the image of environmental activism for the generation born shortly after the collapse of the Soviet Union and the crackdown on the students’ protests in Tiananmen Square. It argues that young activists in Russia and China see environmentalism as something ‘foreign’, which also makes it attractive to take part in. The paper suggests that, while in some cases foreign funding and international linkages may have endangered existingngos in Russia and China, the opportunity to meet foreigners attracts the younger generation to environmental movements.
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Kim, Sunha. "ICT for Children of Immigrants: Indirect and Total Effects via Self-Efficacy on Math Performance." Journal of Educational Computing Research 55, no. 8 (2017): 1168–200. http://dx.doi.org/10.1177/0735633117699954.

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This study compared the direct, indirect, and total effects of information, communication, and technology (ICT) variables on math achievement for second-generation immigrant, first-generation immigrant, and nonimmigrant students. A path model was used to analyze U.S. nationally representative data from the Program for International Student Assessment to examine the effects of ICT access and computer use for schoolwork practice and for programming, with self-efficacy as a mediator. The results indicate that second-generation students with two foreign-born parents demonstrated significantly lower mathematics performance than nonimmigrant students. However, the first-generation students did not show any difference from nonimmigrant students. ICT access had significantly positive effects for all three groups, while computer use for schoolwork practice showed overall negative effects. Importantly, computer use for programming showed a differential effect across the three groups, with positive indirect and total effects for second-generation students but overall negative effects for the first-generation and nonimmigrant students.
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