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Studies on transnational families argue that the subjective well-being of migrant parents is negatively affected by living separated from their children. Most studies employ qualitative methods without a control group and hence are not able to distinguish whether the effects found are associated with separation only or with other factors. This paper investigates the association between parental subjective well-being and parent–child separation by comparing migrant parents who have at least one child in their country of origin with those who live with all their children in the Netherlands. The paper further investigates whether the same associations are found between migrant groups from Angola and Nigeria. Results indicate that transnational parents indeed report lower subjective well-being, as measured by happiness, life satisfaction and mental health for both groups and additionally, self-assessed health for Angolans. However, legal status, socio-economic status and the quality of the parent–child relationship are found to be important mediators. [ABSTRACT FROM PUBLISHER]

Diverse schools have become the norm throughout much of what is considered the West. Many urban classrooms feature few white European children but are located in nations dominated by Eurocentric epistemologies and discourses that oppress minority students by devaluing their cultures. Most European scholarship fails to analyse cultures of whiteness in educational settings. This paper addresses this gap by documenting cultural discourses of whiteness infusing a diverse primary school classroom in Amsterdam. Discourses reflecting white cultural norms of order, time, cleanliness, and Western and Christian superiority dominated a classroom containing only one white Dutch child. These discourses contribute to diverse students' explicit racialization while promoting the supremacy of white Dutch culture. They are both assimilationist and exclusionary, suggesting that many students, because of their backgrounds, will never be considered fully Dutch. Findings are of relevance to all nations dominated by white cultures with large populations of students of colour. [ABSTRACT FROM PUBLISHER]

This paper revisits the contact hypothesis by assessing differences in generalized trust among participants of Turkish non-profit organizations and ethnically mixed organizations in Amsterdam. Most voluntary sector research takes the contact hypothesis at its core and assumes that the concentration of ethnic minorities in non-profit organizations is detrimental to learning generalized trust. These studies assume that diversity within organizations is better for developing generalized norms without examining participation in ethnically homogenous organizations. I address this gap in the literature by analysing the variance of generalized trust among organizations and their participants. I achieve this through the analysis of purposively designed survey data. The findings suggest that a contact mechanism at voluntary organizations is problematic and should not be asserted uncritically. [ABSTRACT FROM AUTHOR]