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This case study examines reciprocal mentoring in a community-based program (CBP) serving immigrant Latino families with school-aged children. University student volunteers shared technological and college knowledge and grew in leadership skills. Simultaneously, they gained familial and cultural support and belonging from program families. The CBP fostered all forms of community cultural wealth capital. Study findings can inform educational leaders seeking to develop mutually beneficial partnerships between education institutions and community organizations to support student success. [ABSTRACT FROM AUTHOR]

Feelings of loneliness can impact the relationships between the generations and family members. Loneliness among immigrant family members and its generational transmission are attracting more and more attention from academics. Nonetheless, existing research is frequently lacking theoretical foundations. I provide the life-course approach as a framework for enhancing future studies and theories of intergenerational loneliness in members of immigrant families. Particularly, the life-course perspective emphasizes the significance of considering the influence of both an individual's life course, societal factors, linked lives across generations, and the historical context. I review key dimensions of the life-course perspective and make recommendations for future directions in immigrant research on loneliness, generational loneliness disparities, and the transmission of loneliness across generations. [ABSTRACT FROM AUTHOR]

Research suggests that coming from a lower economic background compromises social integration at school, yet the precise mechanisms underlying this link remain unknown. Therefore, this study examined the effect of household income on friendship network dynamics among classmates in a large sample of Swedish youths (n = 4787 from 235 classes, m age = 14.65, 51% girls, and 33% immigrant background), using multilevel longitudinal social network analysis. Over time, students from poorer households were less often selected as a friend by classmates and they less often initiated or maintained friendship ties than students from higher income households. Furthermore, different conceptualizations of income relative to classmates did not impact friendship formation tendencies. The findings indicate that theories of relative income do not extend understanding of students' friendship formation beyond processes related to absolute income. In addition, this study suggests that the social integration of students from low-income households could be boosted by both promoting their agency in forming friendships and preventing exclusion by classmates. • Students from poorer households have fewer friends than students from higher income households. • A third of the "friendship gap" is explained by household income. • Income position relative to classmates does not play a role. • Thus, theories of relative income position shaping social processes are not supported. [ABSTRACT FROM AUTHOR]

Canada’s care systems are ill-equipped to support its aging population, and this crisis intertwines with an acute shortage of affordable housing. Immigrants to Canada have a higher propensity to cohabitate multi-generationally, an arrangement that is sometimes romanticized as an ideal form of senior care. This article contributes to scholarship exploring intergenerational cohabitation as a practice of care, using life course research to consider how class and migration timing shape experiences of intergenerational living and senior care. Based on 19 in-depth interviews with immigrant seniors from Latin America and the Caribbean (n=10) and family caregivers (n=9) living in the Greater Toronto Area, this study uncovers two central findings. First, intergenerational living should not be viewed as an ideal form of senior care since (1a) some seniors resist intergenerational living, preferring independence and downtown residence nearer to culturally relevant communities and (1b) cohabitation does not always provide sufficient or better care. Second, access to smooth multigenerational cohabitation is inequitable, as housing arrangements are structured by class and migration timing, with middle-class families who have been in Canada longer facing fewer barriers to positive experiences of intergenerational living, compared to more recent migrants with lower incomes. This article challenges culturally essentializing assumptions about immigrant intergenerational cohabitation and argues that access to affordable housing is a senior care issue. [ABSTRACT FROM AUTHOR]

Objective: Using a community‐based participatory research (CBPR) approach, this study documents Latine immigrant families' work, childcare, and education experiences during the COVID‐19 pandemic to inform policy and practice to support Latine families. Background: Latine immigrant communities, comprising undocumented and mixed‐status families, were among the hardest hit by the COVID‐19 pandemic. In addition to employment and housing challenges, children and families lost access to the important academic supports and social services built into childcare programs and schools. Method: For this study, we collected in‐depth qualitative interview data from mothers who were immigrants from Central America and Mexico (N = 23) as part of an ongoing CBPR project. Using community coding techniques, data were analyzed in partnership with our Community Advisory Board, Amigas de la Comunidad. Results: In the context of illegality, participants and their families who already feared deportation and family separation, faced added burdens during the pandemic including job loss, school and childcare closures, and isolation. Parents worried about meeting their families' basic needs, getting sick, losing loved ones to COVID‐19, and being evicted from their housing. Conclusion: While participants shared stories of resilience and resistance, they also reflected on stories loss and hardship—experiences that were exacerbated by anti‐immigrant laws and policies that made navigating the pandemic especially punishing for immigrant families. Implications: On the basis of study findings, program and policy implications for serving Latine children and youth and their immigrant parents, especially those with mixed documentation status, are discussed. [ABSTRACT FROM AUTHOR]

Introduction: The Russia's full-scale invasion of Ukraine had a significant impact on the Russian-speaking identity, reformulating existing linguistic and cultural boundaries and shaping Russian speakers' self-perception and vision of the world. We focus on families with children who are trying to balance their inner and outer life in order to stabilize the positive environment of the upbringing process and analyze how adults explain to the children the need to learn the Russian, Ukrainian and other languages. This can shed light on the challenges and strategies employed in alleviating prejudiced attitudes against immigrants' languages and cultures which can cause alienation from the roots in the one-and-a-half and second generation. The research questions were: How has the war altered language policies in families with different ethnic backgrounds? What changes in home language use strategies do parents propose? Material and methods: Material drawn from numerous posts of Facebook discussions have been analyzed with the help of thematic analysis. Results and discussion: We observe that in many multilingual families with Ukrainian roots the war has led to a greater emphasis on the Ukrainian language use as an attempt to reinforce ties to their cultural heritage and express support for the country. Russian is increasingly viewed as the language of the aggressor; moreover, Russian culture is devalued and rejected. Some families have become more open to new language learning, especially the languages of their new environment, and try to identify themselves as multicultural and multiethnic personalities. On the other hand, in those families where parents work or study in the fields in which Russian is widely used, adults prioritize the development of Russian language skills in their children in order to improve their future educational and professional opportunities. We explore attitudes and challenges faced by parents in Russian-speaking families, as they demonstrate the complexities of identity formation and language transmission while making salient the interplay between parents' personal experiences, their aspirations for their children's cultural identity, and the pressures of integration into the local society. [ABSTRACT FROM AUTHOR]

Demographers have long been interested in how fertility ideals vary in response to perceived existential threats. Although migration scholars document the increasingly threatening nature of U.S. immigration policies, little research explores how these policies shape the fertility ideals of those most affected by them. To that end, we exploit spatiotemporal variation in states' evolving immigrant policy contexts to understand the effects of different policies on the ideal family size of Hispanics—a group who is most likely to be stereotyped as undocumented and most likely to live in mixed‐status households or communities. Specifically, we combine time‐varying information on state‐level immigrant policies with geo‐referenced data from the General Social Survey. Results suggest that ideal family sizes are significantly higher among Hispanics (compared to non‐Hispanic whites) in state‐years with omnibus policies—which bundle multiple restrictive laws together and thus impose sweeping restrictions— compared to state‐years without these policies. On the other hand, sanctuary policies, which aim to curb federal immigration enforcement, and E‐verify mandates, which aim to curb the employment of undocumented immigrants, are not associated with significant differences. Our analyses provide new insights into the complex ways in which the evolving U.S. immigrant policy landscape has far‐reaching impacts on reproductive and family life. [ABSTRACT FROM AUTHOR]

The widespread expansion of school choice policies has bolstered the consumer-education paradigm where parents compete for what they perceive to be a limited number of high quality schools. In this comparative case study, we examine advantaged White parents' perceptions of meritocracy in the context of a competitive elementary and high school choice system in New York City. We find that parents' critique the choice policies and the unfair burdens they place on low-income and immigrant families while engaging in opportunity hoarding to ensure their children's privileged access to the most competitive schools, all while dismissing claims that school choice is meritocratic. Ultimately, advantaged parents' suggest returning to neighborhood zoning which would preserve their access to exclusive, high performing schools and avoid the stress and inequities of school choice policies. This study offers further examples of the powerful influence of contradictory White discourse in the context of education policy and reform. [ABSTRACT FROM AUTHOR]

Introduction: Mothers are key influencers in daughters' decision making about risk behaviors. Much research on parent–child relationships and communication has been conducted among predominantly White, nonimmigrant families. However, parent–child relationships and communications about risk behaviors may significantly differ for Black immigrant families. In particular, transnational behaviors that serve to maintain multiple social identities with attributes from both the receiving and sending nations may shape communication about risky behaviors. The current study evaluated the association between transnational behavior and risk communication mediated by the mother–daughter relationship. Method: A total of 285 first- and second-generation Afro-Caribbean women, most of whom (80%) identified as Black, were recruited via purposeful sampling from Caribbean organizations, Caribbean-focused social media, and Caribbean festivals. Participants (daughters) completed a survey assessing their transnational behavior, perceptions of their relationship with their mother (in terms of interdependence, connectedness, and trust in hierarchy), and perceptions of their mother's communication about sex, alcohol use, and other drug use. Results: Only the relationship between transnational behavior and communication about drugs was fully mediated by connectedness. The relationship between transnational behavior and communication about both alcohol use and other drug use was partially mediated by other facets of the mother–daughter relationship. Discussion: Findings confirm previous research on parent–child closeness and communication about difficult topics and suggest that such relationships can promote healthy communication in multiple cultures. Children who stay connected to their country of origin stay connected to parents and, therefore, may have greater opportunity to engage in integrated communication about possible risk behaviors. Public Significance Statement: Promoting cultural adherence among Afro-Caribbean women and their mothers may contribute to positive parent-child relationships and healthier communication about risky behaviors. [ABSTRACT FROM AUTHOR]

Previous research in Spain has shown that immigrant families' views regarding the education offered to their children are on the whole positive. This article adds to the current literature by exploring how immigrant families' perceptions about their relationships with the school staff and other families affect their trust in schools. The article looks at immigrant families' predominant perception of their relations with schools and other families, whether they perceive discrimination or positive contact, and how this affects their trust in the schools. The study is based on qualitative interviews as well as on participant observation with immigrant parents from differing origins in four neighbourhoods in Barcelona. The results show that the trust that immigrant parents place in schools varies according to three main perceptions of intercultural relations: (i) blatant and subtle discrimination, (ii) intercultural tension with the school, and (iii) intercultural tension with other immigrant parents. [ABSTRACT FROM AUTHOR]

This study addresses the research gap in heritage Hebrew in Nordic countries, focusing on the perspectives of Hebrew-speaking immigrant parents in Finland. The objective is to understand family language policies and the use of Hebrew within multilingual families, exploring factors influencing parental decisions on heritage Hebrew transmission to the children. Employing a mixed qualitative–quantitative approach and the FLP analysis method, the research explores language management and the dynamic use of Hebrew within families, examining factors that influence heritage Hebrew maintenance in Finland. A survey of 36 families revealed a shift away from Hebrew towards the majority languages in Finland, with approximately a third of the children having poor or non-existent oral Hebrew skills. Despite the emphasis on Hebrew literacy by many parents, the reported proficiency levels were low, with slightly over 10% of children demonstrating good or excellent reading and writing skills, while 43% were entirely illiterate in the language. A third of respondents cited challenges in accessing Hebrew education, attributing it as the primary reason for the children's illiteracy, as only 26.3% of children received external Hebrew teaching. While the connection between the birth order of the children and their heritage Hebrew skills presented diverse patterns, the survey revealed a notable shift towards Finnish as the primary communication language among siblings. A unique connection was found between parents' birthplace and language choices, indicating reduced Hebrew transmission among repatriated parents. These insights contribute to understanding heritage Hebrew dynamics in Finland, with potential implications for informing policies supporting language transmission in similar contexts and practical application in multilingual families worldwide. Furthermore, by analyzing the dynamics of maintaining heritage Hebrew in Finland and investigating the language policies of immigrant Israeli families in the Nordic context, this study expands the theoretical understanding and contributes to the advancement of the fields of heritage languages and family language policies. [ABSTRACT FROM AUTHOR]

Housing, the single largest expense for low-income individuals, is inherently tied to economic security. During the COVID-19 pandemic, Hispanic/Latinx and Black communities experienced the highest rates of income loss, basic needs insecurity, and COVID-19 hospitalization and mortality. As part of an ethnographic case study, I conducted serial interviews over two years with 35 predominantly low-income Hispanic/Latinx immigrant families in one Denver, Colorado neighborhood during the COVID-19 pandemic. These interviews revealed that very few of these individuals were able to access governmental financial support as a result of limited dissemination despite facing unemployment, underemployment and rising rents. Although governmental financial support forestalled poor outcomes for many US families, these financial interventions were inaccessible for low-income Hispanic/Latinx immigrant families because of their documentation status and/or language barriers. Given no other options, families coped with their increasing economic insecurity by cutting back on non-essential items, doubling-up housing with other families, and relying on nonprofit emergency food assistance in order to maintain stable housing. These experiences highlight the need for further dissemination of information about supportive interventions, which can increase economic security among low-income immigrant families and non-English speaking communities. In tandem, policy efforts related to economic security are needed to mitigate the burden of wealth inequities through poverty-reduction programs, pathways to citizenship, and access to basic needs security – including safe and affordable housing, food security, health-promoting resources, and living wage work. [ABSTRACT FROM AUTHOR]

Canada’s care systems are ill-equipped to support its aging population, and this crisis intertwines with an acute shortage of affordable housing. Immigrants to Canada have a higher propensity to cohabitate multi-generationally, an arrangement that is sometimes romanticized as an ideal form of senior care. This article contributes to scholarship exploring intergenerational cohabitation as a practice of care, using life course research to consider how class and migration timing shape experiences of intergenerational living and senior care. Based on 19 in-depth interviews with immigrant seniors from Latin America and the Caribbean (n=10) and family caregivers (n=9) living in the Greater Toronto Area, this study uncovers two central findings. First, intergenerational living should not be viewed as an ideal form of senior care since (1a) some seniors resist intergenerational living, preferring independence and downtown residence nearer to culturally relevant communities and (1b) cohabitation does not always provide sufficient or better care. Second, access to smooth multigenerational cohabitation is inequitable, as housing arrangements are structured by class and migration timing, with middle-class families who have been in Canada longer facing fewer barriers to positive experiences of intergenerational living, compared to more recent migrants with lower incomes. This article challenges culturally essentializing assumptions about immigrant intergenerational cohabitation and argues that access to affordable housing is a senior care issue.

Drawing from two waves (∼1.5-2.5 years apart) of longitudinal data, the current study investigated the bidirectional associations between self-regulatory skills and mathematics achievement among a socioeconomically diverse sample of school-age Chinese American children from immigrant families (N = 258; 48.1% girls; ages 5.8-9.1 years; first to third grades at Wave 1). Childrens self-regulatory skills were assessed with task-based measures of attention focusing, inhibitory control, behavioral persistence, and comprehensive executive function as well as parent- and teacher-reported effortful control. Multiple regressions showed that behavioral persistence and parent-reported effortful control positively predicted math achievement over time. Math achievement positively predicted comprehensive executive function over time. These effects were found when controlling for child age, sex, generation status, family socioeconomic status, parents cultural orientations, and prior levels of math achievement or self-regulation. The prospective relation of math achievement predicting comprehensive executive function remained significant after a false discovery rate correction.

Dual language learners (DLLs), especially those from immigrant families in the United States, risk losing their home language as they gradually shift to speaking English as they grow up. Given the potential benefits of bilingualism on children's cognitive, linguistic, and social-emotional development, it is crucial to maintain children's home language to foster bilingual development. The current literature suggests that parental beliefs toward bilingualism and the language and literacy environment are linked to children's language development. With the growing number of DLLs living in the United States, little is known about what parental beliefs about bilingualism of their children are integrated into these bilingual households and parents' role in home language maintenance. The present study addresses the gap in the literature by investigating low-income immigrant families, specifically Chinese American and Mexican American families, and exploring the parental perceptions of children's bilingual language learning. Further, the present study examines the relations among parental perceptions of bilingualism, home language and literacy practices, and home language oral proficiency. Data were collected from a total of 41 Mexican American and 91 Chinese American low-income immigrant families with DLLs ages 50-88 months who had been recruited from Head Start programs and state-funded preschools in Northern California when the children were 3-4 years old. Information about shared reading frequency, home language exposure and usage, and parental perceptions of bilingualism was collected through parental interviews, and DLLs' home language oral proficiency was individually assessed. No significant difference in home language oral proficiency was observed between the two groups. Principal Components Analysis on the parental perceptions of bilingualism measure revealed two components, "Importance of Being Bilingual" and "English over Bilingualism." Stepwise regression analysis results show that "Importance of Being Bilingual" was associated with children's home language oral proficiency after controlling for culture, child age, the frequency of home language shared book reading, and child home language exposure and use. The results show that parents' positive beliefs toward bilingualism are related to the children's use of that language and their children's language outcomes. Implications and suggestions for home language and literacy support for DLLs are discussed.

Despite the over-representation of immigrant children assessed as requiring special needs education, research into their social and educational experiences in the Nordics is limited. This qualitative study explored the experiences of five Syrian students in need of special support, and their parents in Norway. A thematic analysis was conducted using intersectionality theory and the social constructionist perspective. Analyses found that Syrian students had positive experiences at schools, with less academic pressure compared to their experiences in Syria, but poor peer relationships. Parents expressed varied emotions, including gratitude for not having to hide the special needs of their children, but uncertainty about how to seek help. Those conflicting feelings seemed to originate from the language barriers, different cultural traditions, and a limited understanding of the Norwegian educational system. Our findings contribute to the literature concerning the inclusion of immigrant students in need of special support and their families, emphasising the significance of culture, and advocating for their participation in both schools and research. [ABSTRACT FROM AUTHOR]

The increase in forcibly displaced populations seeking refuge in the United States has been met with fragmented, chaotic, and highly politicized responses to the detriment of migrants and receiving communities alike. Migrants encounter compounding systemic barriers to accessing basic resettlement resources. Expanding on pandemic-era innovations can strengthen social safety net infrastructure as a whole. Pediatricians are a potential early touchpoint for newly arrived families, providing an opportunity to support their specific health needs, refer to critical safety net services, and advocate for improved systems and policies. [Pediatr Ann. 2024;53(5):e161–e166.] [ABSTRACT FROM AUTHOR]

Children who arrived at the United States border without a parent or legal guardian (ie, unaccompanied children) are present in communities throughout the country in growing numbers. For them to receive the highest-quality medical and mental services available, pediatric practitioners should have a foundational understanding of their unique set of circumstances and experiences. However, formal education on how to care for this specific immigrant subpopulation is not routinely incorporated into pediatric training programs, and limited clinical guidance is available in the published literature. This article provides best-practice recommendations for pediatric practitioners caring for unaccompanied children after their release from government custody, incorporating guidance for clinical encounters as well as suggestions of processes to meet their health-related social needs and advocacy actions to improve their well-being. [Pediatr Ann. 2024;53(5):e178–e182.] [ABSTRACT FROM AUTHOR]

This article examines the influx of migrants to the United States and highlights current global and local immigration trends. The authors focus on migrant children—specifically the effect of migration trauma in the context of humanitarian responses to the intentional movement of migrants to Democrat-led cities across the US to humanize the compounded effects of migration trauma, restrictive immigration policies, and the current resettlement landscape for migrants. The authors are directly involved with supporting migrant arrivals who have relocated to Chicago from the southern border, and apply field knowledge to articulate current barriers to accessing health care and best practices within pediatric settings supporting migrant arrivals. Clinical and practice implications for medical providers in pediatric settings are included. The article also highlights the role of interdisciplinary collaboration in providing health care to asylum-seeking migrants and implications for transdisciplinary workforce development in this area. [Pediatr Ann. 2024;53(5):e171–e177.] [ABSTRACT FROM AUTHOR]

Many children in immigrant families may qualify for legal protection—for themselves if unaccompanied, or as a derivative on parents' claims—on humanitarian grounds related to persecution or forced migration. Pediatric providers can offer a spectrum of multidirectional medical-legal supports to increase access to medical-legal services and support children who are undocumented or in mixed-status families. These activities can include providing trusted information, incorporating screening for health-related social needs, establishing networks for multidirectional referrals, and providing letters of support for legal protection. To expand workforce capacity for medical-legal services related to immigration, pediatric providers can also receive training to conduct specialized, trauma-informed forensic evaluations and can advocate at individual, local, state, federal, and global levels to address factors leading to persecution and forced migration while supporting individuals who may be eligible for legal protection. [Pediatr Ann. 2024;53(5):e183–e188.] [ABSTRACT FROM AUTHOR]

This content analysis of the literature explores issues associated with engaging in parent-school collaboration with Latino immigrant families. Sociocultural factors that contribute to the success of parent-school collaboration are identified, and elements that are necessary to include in parent-teacher collaboration such that they are culturally responsive to Latino immigrant families are suggested. Aspects such as the importance of parent connectedness, intercultural barriers to effective communication, and potentially necessary elements such as construct broadening and shared governance are explored. Limitations to the exploration and implications for future research are also presented. [ABSTRACT FROM AUTHOR]

A growing body of literature indicates that Latinx immigrant families are adversely affected by restrictive immigration policies and anti-immigrant rhetoric. Little is known about how educators working with Latinx immigrant communities in restrictive immigration climates fare. Using mixed-methods, this study sought to better understand how the work and well-being of educators working with Latinx immigrant communities can be affected by a charged immigration climate. Using survey data from 88 educators in New York City and interview data from 17 educators in New York, California, Arizona, and Texas, we find that efficacy to help distressed children varies among educators. School-based resources such as clear, proactive organizational communication, supportive leadership that is attune to the needs and strengths of the immigrant community and communal coping are associated with educator efficacy to address student distress. Qualitative findings triangulate quantitative data; absent structural supports, educators working in Latinx immigrant communities can be adversely impacted by a charged immigration climate due to increases in work complexity, their own immigration-related worry, and experiences of vicarious racism. Recommendations for supports for educators working with Latinx immigrant communities are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This study explores the community-building practices of a school leader at a middle/high school in a Latino/a and African American community. I analyze how the principal leveraged his immigrant identity and experiences to connect with immigrant families and adapt to their needs to form a sense of belonging in the school and neighborhood. I focus on the power of immigrant and BIPOC school leaders drawing from their cultural practices to lead efforts for family engagement. Methods: My study draws on a 3-year critical ethnographic study. Qualitative data sources include participant observation of school/community events; interviews with school faculty, parents, and community members; and participatory methods. I draw on the concepts of pedagogies of acompañamiento and critical care to theorize practices that educators employ to forge relationships with families and create humanizing spaces. Findings: I argue that the school's principal, a Latino immigrant, functioned as a "border broker" in helping families find a sense of belonging in the school and community. He embodied pedagogies of acompañamiento as he accompanied parents through marginalizing experiences and created spaces where they could share and participate in decision-making. Discussion: I highlight the possibilities of pedagogies of acompañamiento in school spaces and recommend practices for school leaders in designing engagement strategies. [ABSTRACT FROM AUTHOR]

Toddlers from low-income and language-minority immigrant families are at risk for language difficulties due to early disparities in the quality of their home language environment. The present longitudinal study extends previous research by investigating nursery teachers' communicative modalities and functions, and their relations with the conversational responsiveness and vocabulary of 42 (50% F) equivalent low-income monolingual and bilingual toddlers. Communicative modalities and functions were coded from videotaped interactions between teachers and small groups of toddlers at 18, 24, and 30 months at nursery school. Vocabulary in the majority or societal language (Italian) was assessed at 30 months using teachers' reports. The results showed that teachers used bimodal utterances (gesture + speech) more with bilinguals than monolinguals from 18 to 30 months while the reverse was true for unimodal spoken utterances. Bimodal utterances and language scaffolding strategies promoted toddlers' communicative initiatives in both groups and were longitudinally associated with children's vocabulary at 30 months. These results show that the school context may act as a protective proximal environment for stimulating and favoring majority language acquisition from the earliest stages of development in children from low-income and language-minority families. [ABSTRACT FROM AUTHOR]

This study examines Chinese immigrant parents' educational involvement beliefs and practices during their children's transition to kindergarten in the United States. Interviews were conducted with 10 Chinese immigrant parents in an area with a small Chinese population and limited ethnic resources. Three main themes emerged. First, limited English proficiency and inadequate knowledge of the American educational system are barriers to parental involvement. Specifically, although parents acknowledged the importance of family-school partnerships, they were not confident interacting with teachers or local parents. Parents expressed concerns that their limited English skills would adversely impact their children's academic and mental development. Additionally, parents explained reasons for having high educational expectations for their children, given the unequal educational opportunities for immigrant students. Second, Chinese immigrant parents endeavored to understand the American educational system, and they adjusted their beliefs and practices by comparing American and Chinese schools and volunteering in the school. Third, Chinese immigrant parents navigated ethnic resources by building a collaborative ethnic community and creating parent support groups on social media. This study highlights that although immigrant background restricted Chinese immigrant parents' educational involvement, they were keenly aware of the importance of parental involvement in supporting their children's kindergarten transition and actively adjusted their educational involvement beliefs and practices. [ABSTRACT FROM AUTHOR]

The way through first suspicion of developmental delays to the time a diagnosis of autism is confirmed can be a long and emotional road. Additional challenges are faced by families with an immigrant background who must learn to navigate an unfamiliar health and social service care system. The current study aims to document the variability of emotional experiences reported by parents with an immigrant background through the autism service trajectory, from the first suspicions of a developmental delay to school entry. Eighteen families participated in two semistructured interviews regarding their autism service trajectory. By using an inductive qualitative content analysis, findings revealed specific contexts in which strong emotional experiences were expressed and made it possible to identify targets for intervention at key moments to support parental psychological well-being. [ABSTRACT FROM AUTHOR]

Childcare is a pivotal universal right, particularly for immigrant families and their children in helping them to settle in a host country successfully. Underpinned by social exclusion and intersectionality frameworks, this qualitative study explored the childcare arrangements used by Zimbabwean immigrant families living in Soweto, a low-income community in Johannesburg, South Africa. The study used semi-structured interviews and a focus group discussion to gather data from the heads of eighteen Zimbabwean immigrant families. Among other findings, the study revealed that immigrant families used various childcare options, and their choices were constrained by levels of vulnerability and forms of exclusion. Some of the recommendations made to enhance the childcare arrangements amongst the group are integrative and inclusive measures such as adequate documentation and improving the income of members of this group. [ABSTRACT FROM AUTHOR]

Qualitative research, including in-depth interviews with adults and drawings by children, was used to examine and evaluate changes and transformations in the family structures of immigrants living in Denizli and Aydın after migrating to Turkey because of political pressure and war. The research involved eight immigrant parents and 14 elementary school students. Despite limitations in scope and number of participants, this study was designed to contribute to the literature. Its findings show that although immigrants are satisfied and happy with their migration to Turkey, they have endured some negative effects. Some of these negative effects are unemployment, language barrier, being away from their home country, and also migration hurts immigrants economically, bringing with it negative social effects on immigrants’ status and economic class. [ABSTRACT FROM AUTHOR]

I explore how violence and uncertainty affect straight migrant families in the context of their transit through Mexico. Based on 15 months' of multi-situated fieldwork, I argue that there are multiple ways for people to react to migration. While some men challenge the masculine patriarchal stereotypes and become more caring, others attempt to reinforce traditional gender roles. Women become resourceful and try to build networks with other women. Some male migrants react to the loss of ownership of space and the fear of sexual violence in Mexico by attempting to limit women's contact with others, deciding unilaterally where to go, and trying to isolate the family from the rest of the migrant community. Women are thus pushed into an 'invisible' domestic sphere while migrating. The article illustrates how migrating women often find themselves subject to the same types of violence they encountered at home while concurrently experiencing new forms (such as sexual violence) on the road. However, by rejecting the position of women as passive recipients of abuse, I explore how women understand and use their perceived vulnerability to obtain information about the road and support from strangers, as well as to create solidarity with other women who are migrating. [ABSTRACT FROM AUTHOR]

Definition: Shantytowns still existed in many of Southern Europe's major cities in the second half of the 20th century, although many have now been demolished. The purpose of this article is to highlight the history and evolution of some of the main shantytowns that remained in Barcelona in the mid-1970s, track their subsequent demolition, and reflect on the fate of the shanty dwellers. This form of self-build housing, usually lacking in basic services, played a vital role in providing shelter for immigrant families and the urban poor. A strong neighbourhood identity existed in many of these shantytowns, and national and local policies that aimed at their demolition and the re-housing of residents, often in low-quality housing blocks, proved problematic. The shantytowns studied here are La Perona, the Tres Turons, Campo de la Bota, and Ramon Casellas, which together comprised over 2000 shanty dwellings in the 1970s. Drawing on photographs taken at the time and existing literature, and using recent images from Google Earth, the demise of these shantytowns is examined, and the policies and plans that determined their fate are discussed. This article finds that the shanty dwellers experienced mixed fortunes, some being forcibly removed and re-housed in tower blocks with associated social-economic problems, whilst others played an active part in the design of replacement housing, implemented in situ where the shanty dwellings once existed. This article contributes to existing studies on shantytowns in Barcelona, which received scant attention from academics at the time, and which only now are being recognised as an important aspect of Barcelona's urban history. [ABSTRACT FROM AUTHOR]

In this article, we examine the political socialization process in immigrant families based on the UK Household Longitudinal Study (UKHLS). We find that international migration disrupts the intergenerational transmission of political engagement: associations between voting, political interest, and parent and child socioeconomic status are weaker in immigrant families than in families without a migration background. In particular, the voting behavior of immigrants and their children in particular is only partially explained by standard models of political socialization. In contrast, characteristics specific to the international migration process, including sending country experiences, characteristics of the migration journey, and the pathway to citizenship are critical determinants of voting for immigrant parents, and through political socialization, for their UK-raised children. [ABSTRACT FROM AUTHOR]

This article assesses the impact of household composition and intermarriage on foreign-born women's labor force participation in Japan, Sweden, and the United States. Whereas previous literature on immigrant integration and intermarriage has treated social integration and labor force participation as tightly interlinked phenomena, we use new and previously unavailable data on Japan and the literature on institutional gender inequality to show that, in some cases, social integration through intermarriage might actually result in lower labor force participation for foreign-born women. We argue that the degree of institutional support for immigrants and families directly affects foreign-born women's labor force participation in the anticipated direction for each country. We argue that these cross-national differences are largely an outcome of differences in the degree of institutional support for working women and families within the host society and help clarify instances where social integration might have negative implications for labor force participation. These findings highlight the importance of accounting for both gender and social context when assessing the role intermarriage plays in receiving country immigrant integration. [ABSTRACT FROM AUTHOR]

Immigration entails many challenges for families, particularly for children. The study was designed to assess pre- and post-immigration measures that contribute to successful and adaptive immigration of families. Participants included 122 recent Jewish US immigrant families to Israel. Measures included predictor indices of immigration motivation, outcome measures of perceived immigration success, and post-immigration process factors including immigration determination and parental social integration. Immigration motivation driven by religious factors was found to be positively associated with immigration determination, perceived immigration success, and parental social integration. Furthermore, the relationship between pre-immigration religious motivation factors and immigration success was found to be mediated by immigration determination. Results highlight the process by which religious immigration motivation positively impacts immigration success for families. Findings have both research and applied implications in the identification of clear immigration difficulty risk factors and the development of guidelines for families, schools, and agencies working on maximizing immigration success. [ABSTRACT FROM AUTHOR]

By signing and ratifying the United Nations Protocol Against the Smuggling of Migrants by Land, Sea and Air, the United States promised to the international community and to its citizens that it would adhere to a legal criminal definition of migrant smuggling that protects migrant families by only targeting in its language the organized offenders that aim to benefit financially or materially. After it made this promise, the United States did not amend 8 U.S.C. § 1324 to conform fully with the protocol. Contrary to the demands of the protocol, the statute does not establish as an element of the base offense ofmigrant smuggling intent for financial or material benefit. Instead, a prosecutor can decide whether to charge as a migrant smuggler one family member who assists another in entering unlawfully to the United States. The repercussions of this overbroad understanding of migrant smuggling are felt most in the immigration context in which a mother entering unlawfully into the United States while holding her infant is barred from seeking legal admission to the United States. This Article analyzes the protocol and finds that the United States falls short of its promise. I argue for amending 8 U.S.C. § 1324 and I propose that the United States extend the protocol's targeted migrant smuggling definition to its immigration statutes. [ABSTRACT FROM AUTHOR]

Introduction: Latinx immigrant-origin youth (IOY) have unique risks for suicidal thoughts and behaviors. It has been suggested that these risks should be addressed from an ecological perspective, addressing cultural and family context as well as structural and systemic barriers to prevention. This study sought to explore perspectives of immigrant-origin Latinx adolescents and their caregivers on suicide and its prevention, including the potential impact of stressors specific to immigrant status. Method: Focus groups were conducted in 2018–2019 with Latinx immigrant-origin caregivers (N = 41, 97.5% female) and adolescents (ages = 14–19, N = 56, 50% female). Participants were recruited from community-based organizations in two different cities. A codebook approach to thematic analysis was used to identify themes, which were subsequently mapped onto levels of the Center for Disease Control's Social-Ecological Framework for Violence Prevention. Results: Participants identified both contributors to suicidal behavior and potential components of prevention programming across ecological levels. Specific recommendations for suicide prevention included engaging in recreation, parenting education and support, enhancing academic supports for adolescents, and enhancing school–family communication. Structural barriers (e.g., caregiver work schedules) to implementing recommendations were described. Discussion: Our results highlight the potential role of access to school and community-based supports as public health-oriented suicide prevention strategies and suggest a need to address barriers faced by immigrant families in accessing these supports alongside addressing barriers to mental health treatment. Policies impacting immigrant families' financial stability and increasing the availability of recreational and academic opportunities may promote mental health and prevent suicidal thoughts and behavior among IOY. Public Significance Statement: This study highlights actionable recommendations from immigrant-origin Latinx youth and their caregivers for community-based suicide prevention programming. Results suggest a role for upstream interventions targeting positive youth development, caregiver–child communication, school-based supports, and neighborhood resources. [ABSTRACT FROM AUTHOR]

The rising population of Latina/o students in U.S. schools warrants a deeper understanding of recent immigrant families, particularly families' engagement in their children's education. Our study highlights the importance of unveiling the community cultural wealth of Latina/o immigrant families to deepen and enrich family-school connections. Our findings describe the many strengths immigrant families possess, including their ability to maneuver social institutions, engage in various social networks, and maintain hopes for the future. Families also presented with strengths acquired through multilingual experiences and confrontations with inequality. By acknowledging these innate strengths, schools are better equipped to cultivate strong family-school partnerships and student success. [ABSTRACT FROM AUTHOR]

Focusing on the importance of family linguistic practices and social support, this study investigates the complex link between immigrant youths' heritage language competence and the development of their sense of self. The research, which makes heavy use of quantitative methods, looks at the interplay between fluency in one's heritage language and one's feeling of cultural and ethnic belonging. The results highlight the significance of language usage among families of immigrants. Positive and robust associations between family language use and legacy language competence highlight the central role of the family context in language transmission. Youth of immigrants who hear their heritage language spoken often at home benefit not just in linguistic but also in cultural and ethnic identity development. This, in turn, helps immigrant families feel more at home and strengthens their commitment to maintaining their cultural traditions. Although the favorable association between community support and heritage language competency is less, it is still considerable. Community support supplements family efforts by offering extra resources and opportunities for language development. Heritage language schools and cultural festivals are examples of community-driven projects that provide a framework for language study and cultural immersion. Youth who share a same language and cultural background benefit from the existence of welcoming immigrant communities, which strengthens their sense of cultural identification and fosters a feeling of belonging. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the socioeconomic status of immigrant students in line with the views of teachers working in schools. The study is a phenomenology research based on qualitative research method. The study group of the research consists of 20 teachers working in the secondary schools in the central districts (Karatay, Meram and Selçuklu) in Konya, Türkiye, in the 2022-2023 academic year. A semistructured interview form was used as a data collection tool in the study. The collected data were analysed by descriptive analysis method. As a result of the analysis of the teachers' views on the current socioeconomic status of immigrant students, problem areas such as social life, communication, economic life, and family life were determined. The problems and conditions encountered in the country of origin pose serious challenges to migrant students and families in every aspect. When these problems are considered as a whole, they disadvantage migrant children in the country of migration. In order to minimize or eliminate these problem areas and to solve them, some practices can be implemented to enhance the language, culture, economic situation of immigrant students and the welfare of their families. Conducting research by referring to the opinions of students and parents in different provinces and levels will contribute to an in-depth and detailed understanding of the socioeconomic status of immigrant students. [ABSTRACT FROM AUTHOR]

In the field of education and health care, researchers and educators attempt to close the diagnosis/identification and service gaps that persist for low-resourced, underrepresented families with children with autism. One group of families particularly difficult to engage in research and interventions is undocumented immigrant families. We know little about whether these families are obtaining a timely diagnosis or services for their children with autism. This study addresses how undocumented Mexican immigrant mothers of children with autism navigate the special education and health care systems, challenges they face in doing so, and the helpers who assist in navigating the process. Six undocumented Mexican immigrant mothers of children with autism participated in one-on-one interviews. Participants were interviewed in a semi-structured format and transcription, coding, and final analysis were conducted in Spanish using analytic software. Three broad themes emerged during the content analysis process: (1) immigration driving force and experience, (2) autism-specific challenges, and (3) autism-specific helpers. Additionally, a case study of each participant is presented and discussed.

Migrant families are generally less likely to use nonparental care for their pre-school-age children than native families. The few studies that have systematically examined the determinants of centre-based care (day care) for migrants have often zoomed in on the migrant population and have not made comparisons with natives nor have they decomposed the migrant-native gap. This paper presents a mediation analysis with an elaborate set of measures conceptually categorised into cultural and social support explanations. Using nationally representative survey data on Dutch parents with origins in Muslim countries and a comparison group of parents with Dutch origins (natives), this paper shows large and growing gaps in the enrolment of 0–4-year old's in subsidised day care even after controlling for differences in working hours, income, and education. A substantial part of the gap could be explained by cultural differences, particularly the more traditional attitudes toward marriage and family and the higher levels of religiosity among migrants. Of the cultural effects, a lack of trust in institutions appeared to play no role. Social support explanations that rely on alternative sources of support for child care were less important and differences in neighbourhood cohesion served as a suppressor of the gap. [ABSTRACT FROM AUTHOR]