86 results on '"Dina Birman"'
Search Results
2. Construção de um indicador multidimensional de saúde bucal para a população idosa da cidade de Manaus, AM
- Author
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Dina Birman, Maria Augusta Bessa Rebelo, Yan Nogueira Leite de Freitas, Evangeline Maria Cardoso, and Janete Maria Rebelo Vieira
- Subjects
Idosos ,Indicador de Saúde ,Saúde Bucal ,Perda Dentária ,Geriatrics ,RC952-954.6 - Abstract
Resumo Objetivo Produzir um indicador multidimensional de saúde bucal, a partir de variáveis dentárias e não dentárias, para a pessoa idosa da zona urbana do município de Manaus, AM, Brasil. Método Os dados utilizados são oriundos de um estudo transversal de base populacional conduzido no ano de 2008, com indivíduos de 65 a 74 anos de idade, aleatoriamente selecionados, residentes na cidade de Manaus. Para a produção do indicador proposto, consideraram-se as variáveis dentárias (CPO-D - Índice de Dentes Perdidos, Cariados e Obturados; CPI - Índice Periodontal Comunitário; PIP- Índice de Perda de Inserção Periodontal) e não dentárias (socioeconômicas e índice GOHAI - General Oral Health Assessment Index). Uma Análise Fatorial Exploratória sintetizou essas variáveis, facilitando a construção do indicador multidimensional. Resultados A análise gerou três fatores que, em conjunto, explicaram 72,9% da variância do modelo (KMO = 0,749 e p< 0,001 para o teste de esfericidade de Bartlett). Esses três fatores foram reduzidos à variável “soma”, calculada a partir da soma dos escores fatoriais por indivíduo. A mediana dessa nova variável foi o valor de referência para categorização da condição de saúde bucal do indivíduo em “favorável” ou “desfavorável”. Conclusão O indicador foi capaz de agregar diversas dimensões da saúde bucal em uma única medida, além de possibilitar sua reprodutibilidade para construção de outros indicadores de saúde.
- Published
- 2022
- Full Text
- View/download PDF
3. Educational Practices for Immigrant Children in Elementary Schools in Russia
- Author
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Chulpan Gromova, Rezeda Khairutdinova, Dina Birman, and Aydar Kalimullin
- Subjects
acculturation ,adjustment ,teachers’ educational practices ,immigrant children ,language support ,academic support ,Education - Abstract
Teachers have a pivotal role in the acculturation and adjustment of immigrant children. Practices are an important but an insufficiently explored part of teachers’ work in a multicultural classroom. The purpose of the present research was to identify educational practices that elementary school teachers in the Republic of Tatarstan, Russia, use in their work with immigrant children to provide language and academic support and promote a welcoming atmosphere in the classroom that fosters psychological adjustment of the child. Data were collected through interviews with twenty elementary school teachers working with immigrant children. Interviews were analyzed using inductive and deductive content analysis methods. Findings suggest that in the absence of institutionalized structures, teachers take the initiative to adapt their teaching and instruction methods when working with immigrant children. Teachers primarily rely on individual (one-on-one) tutoring methods to provide language and academic support. Approaches to creating a favorable climate in the classroom and the child’s psychological adjustment include practices of promoting respect for different ethnic groups and developing cross-cultural communication skills. Inclusion of parents in the educational process is used in conjunction with all practices with immigrant children used by teachers. In addition, teachers often rely on Tatar language as an intermediary between the migrant children’s heritage language and Russian when communicating with them. Most children of immigrants are from Central Asian countries where the languages spoken are Turkic in origin and similar to Tatar—the indigenous language spoken in the Republic of Tatarstan.
- Published
- 2021
- Full Text
- View/download PDF
4. Language Discordance in Mental Health Services: An Exploratory Survey of Mental Health Providers and Interpreters
- Author
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Mansha Mirza, Elizabeth Harrison, Jacob Bentley, Hui-Ching Chang, and Dina Birman
- Subjects
language barriers ,communication ,transcultural mental health ,interpreters ,Social sciences (General) ,H1-99 - Abstract
Global migration has contributed to greater language diversity in many parts of the world. Many migrants experience language barriers in their adopted countries. Language barriers hinder access to healthcare, including mental health. There exists little research on the extent of communication difficulties during language discordant mental health services. A cross-sectional observational study design was used to examine prevalence of communication challenges, use of communication best practices, and training needs among mental health providers and interpreters working with immigrants with Limited English Proficiency (LEP) in the United States. Using snowball sampling methods, 38 providers and 34 interpreters were recruited to complete online surveys. Challenges reported by interpreters pertained to technicalities of communication, while those reported by providers pertained to content of communication. Communication best practices such as pre-session briefings and post-session debriefings were used infrequently by providers in the sample. Providers with higher education levels were more likely to endorse some best practices. Fifty-four percent of the providers and 84% of the interpreters were interested in additional training in working with patients with LEP. Findings suggest the need for customized trainings for providers and interpreters to improve the quality of mental healthcare for patients with LEP.
- Published
- 2020
- Full Text
- View/download PDF
5. Acculturation and adjustment of elderly émigrés from the former Soviet Union: Alife domains perspective
- Author
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Ana G. Genkova, Edison J. Trickett, Dina Birman, and Andrey Vinokurov
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Psychology ,BF1-990 - Abstract
Former Soviet émigrés in the United States are on average older than other immigrant groups, with adultsover 65 comprising a large portion of the Russian-speaking population. Despite known risks associated withold-age migration, however, researchers and providers have underestimated adjustment difficulties forRussian-speaking elderly in U.S. These older adults tend to acquire a new culture with difficulty and remainhighly oriented towards their heritage culture. However, limited research examines how acculturation to boththe culture of origin and the host culture contributes to wellbeing for this immigrant group. This studyassesses the adaptive value of host and heritage acculturation across several domains in the lives of olderémigrés from the former Soviet Union resettled in the Baltimore and Washington, DC areas in the UnitedStates. Acculturation level with respect to both host and heritage culture was measured with the Language,Identity, and Behavior Scale (LIB; Birman and Trickett, 2001) and used to predict psychological, family, social,and medical care adjustment outcomes. Results suggest that acculturation to the host or heritage culture hasdifferent functions depending on life domain. Particularly, high American acculturation contributed to betteradjustment in the psychological, family, and social domains. Heritage acculturation was associated withbetter outcomes in the social domain and had mixed effects for psychological adjustment. Theoreticalimplications highlight the importance of evaluating multiple life domains of adapting through a bilinearacculturation model for the understudied population of elderly immigrants.
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- 2014
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6. Migration and Well-being: Beyond the Macrosystem
- Author
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Dina Birman
- Subjects
aculturación ,aproximación ecológica ,bienestar psicológico ,macrosistema y ajuste positivo ,migraciones ,Psychology ,BF1-990 - Abstract
This commentary reviews the contributions of the 6 papers to the emerging focus on migration within community psychology. This collection of articles on migration and community represents a growing interest in the field in immigration issues in general, and a community psychology focus on these issues in particular. The papers span a range of issues raised by migration in a variety of different contexts. The papers reflect principles of community psychology by articulating a perspective on migration and its outcomes within national and global contexts. Taken together, these articles demonstrate the increasing mutual enrichment of immigration and community research. The articles suggest the need to continue to articulate psychological constructs as transactional and contextual across multiple levels of analysis.
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- 2011
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7. Understanding the migration experience of unaccompanied youth: A review of the literature
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Maria Ferndanda Garcia and Dina Birman
- Subjects
Refugees ,Psychiatry and Mental health ,Adolescent ,Arts and Humanities (miscellaneous) ,Adaptation, Psychological ,Developmental and Educational Psychology ,Emigrants and Immigrants ,Humans ,Psychology (miscellaneous) ,Emigration and Immigration ,Acculturation ,United States - Abstract
Migration of unaccompanied immigrant and refugee youth has increased around the world in the last decade, peaking in 2014 in the United States and in 2015 in Europe. Youth are pushed to migrate without parents or guardians to escape war, persecution, gang violence, and extreme poverty in their country of origin. Youth are vulnerable to violence and abuse at the hands of smugglers during their journeys but show great courage and strength as they embark on their journey to a better life. The goal of this literature review is to provide a synthesis of empirical literature concerning this population. Thirty-one studies were included: 13 used qualitative methods, 13 quantitative, four mixed methods, and one used participatory methods. This body of research documents the stages of youths' immigration journeys from the decision to leave, to the migration process, to arriving in the new country and the resettlement experience. The migration journey was the overarching model in this review, and it describes the youth's complete journey, which continues after resettlement. We describe the four stages in the migration process identified in the experience of unaccompanied youth and their journey in this review: making the decision to migrate the experience during migration; psychological distress and coping upon arrival; and adaptation, acculturation upon arrival in the resettlement country, and impact of social support and social networks in the resettlement country. We end by offering recommendations for future research and immigration policy based on what is known and not yet known about the experiences of these courageous young people. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
- Published
- 2022
8. 'Our similarities are different': A commentary on 'How shall we all live together?'
- Author
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Dina Birman
- Subjects
Arts and Humanities (miscellaneous) ,Developmental and Educational Psychology ,Applied Psychology - Published
- 2021
9. School adjustment of ethnic minority youth: a qualitative and quantitative research synthesis of family-related risk and resource factors
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Dina Birman, Judith ‘t Gilde, Anna K. Döring, Petra Auer, and Elena Makarova
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4. Education ,media_common.quotation_subject ,education ,05 social sciences ,Ethnic group ,050301 education ,Context (language use) ,Affect (psychology) ,Acculturation ,Education ,Developmental psychology ,Systematic review ,Empirical research ,Content analysis ,Multiculturalism ,0501 psychology and cognitive sciences ,10. No inequality ,Psychology ,0503 education ,050104 developmental & child psychology ,media_common - Abstract
In today’s multicultural societies, the question of how school adjustment (adapting to the role of being a student) can be promoted for students from ethnic minority backgrounds is of high importance. The ecological approach to acculturation research proposes minority students’ school adjustment is shaped by the surrounding context, and it suggests that the microsystem family plays an important role. Specifically, parents’ acculturation, practices, attitudes, and background have been identified as key factors. While there exist systematic reviews of the impact of parental factors more broadly, some of which researched ethnic minorities, a comprehensive literature review of family-related factors that affect ethnic minority youth’s school adjustment is missing. The present study provides a synthesis of qualitative and quantitative empirical research of interest, including 60 qualitative and 46 quantitative studies. Its content analysis portrays in what ways parental acculturation, practices, attitudes and background can support or hamper school adjustment among ethnic minority youth. A subsequent meta-analysis quantifies the strength of the impact of these parental variables on the school adjustment of their children. Our findings show that parental practices have the most crucial impact on the psychological well-being, academic self-esteem and aspirations, behaviour and achievement outcomes of minority youth.
- Published
- 2021
10. In-Between: Late-Arriving Teens in Adult Education Programs Navigating Child and Adult Immigrant Narratives
- Author
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Miryam Haarlammert, Maria Fernanda Garcia, Andrea Ruiz-Sorrentini, Caroline Culbreth, Dina Birman, Hanna Taylor, Alexandra Lane, Ashmeet Oberoi, Massiel Leiva, and Edison J. Trickett
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Sociology and Political Science ,media_common.quotation_subject ,05 social sciences ,Immigration ,050301 education ,050109 social psychology ,General education ,Gender studies ,Grounded theory ,Adult education ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Narrative ,Psychology ,0503 education ,Qualitative research ,media_common - Abstract
We report on a grounded theory study of late-arriving immigrant youth (LIY) who arrived in the United States at 16–18 years of age and were referred to daytime General Education Diploma (D-GED) programs. These programs provide an alternate path to a high school diploma for youth with insufficient knowledge of English to complete graduation requirements before turning 19 years. Based on interviews with 38 youth from Latin America, we propose the core category of our grounded theory to be students Navigating Child and Adult Immigrant Narratives while making educational and career decisions. This process begins before immigration when youth imagine ambitious alternate selves—ideal educational and career selves in the United States, consistent with the American Dream and immigrant child narrative. The D-GED programs represent a compromise between a child and adult educational pathway. Students in these programs felt excluded from the regular high school but received social and emotional support while on a faster track to graduation and self-sufficiency as adults. However, students lacked concrete information and roadmaps for how to attain their ambitious goals. The study highlights the unique challenges faced by LIY as they develop ambitious and realistic education and career goals.
- Published
- 2020
11. Ethical issues in research with late-arriving and unaccompanied immigrant youth
- Author
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Dina Birman and Maria Fernanda Garcia
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Ethical issues ,media_common.quotation_subject ,Immigration ,Sociology ,Criminology ,media_common - Published
- 2020
12. Educational Practices for Immigrant Children in Elementary Schools in Russia
- Author
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Aydar M. Kalimullin, Rezeda Khairutdinova, Chulpan Gromova, and Dina Birman
- Subjects
Tatar ,Public Administration ,First language ,Ethnic group ,Physical Therapy, Sports Therapy and Rehabilitation ,Education ,Heritage language ,language support ,Pedagogy ,Developmental and Educational Psychology ,Computer Science (miscellaneous) ,0501 psychology and cognitive sciences ,Sociology ,Indigenous language ,teachers’ educational practices ,adjustment ,05 social sciences ,050301 education ,immigrant children ,Intercultural communication ,academic support ,language.human_language ,Acculturation ,Computer Science Applications ,inclusion ,welcoming school climate ,language ,0503 education ,Inclusion (education) ,acculturation ,050104 developmental & child psychology - Abstract
Teachers have a pivotal role in the acculturation and adjustment of immigrant children. Practices are an important but an insufficiently explored part of teachers’ work in a multicultural classroom. The purpose of the present research was to identify educational practices that elementary school teachers in the Republic of Tatarstan, Russia, use in their work with immigrant children to provide language and academic support and promote a welcoming atmosphere in the classroom that fosters psychological adjustment of the child. Data were collected through interviews with twenty elementary school teachers working with immigrant children. Interviews were analyzed using inductive and deductive content analysis methods. Findings suggest that in the absence of institutionalized structures, teachers take the initiative to adapt their teaching and instruction methods when working with immigrant children. Teachers primarily rely on individual (one-on-one) tutoring methods to provide language and academic support. Approaches to creating a favorable climate in the classroom and the child’s psychological adjustment include practices of promoting respect for different ethnic groups and developing cross-cultural communication skills. Inclusion of parents in the educational process is used in conjunction with all practices with immigrant children used by teachers. In addition, teachers often rely on Tatar language as an intermediary between the migrant children’s heritage language and Russian when communicating with them. Most children of immigrants are from Central Asian countries where the languages spoken are Turkic in origin and similar to Tatar—the indigenous language spoken in the Republic of Tatarstan.
- Published
- 2021
- Full Text
- View/download PDF
13. The Effect of Ethnic Community on Acculturation and Cultural Adaptation: the Case of Russian-Speaking Older Adults
- Author
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Dina Birman, Edison J. Trickett, and Andrey Vinokurov
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Cultural Studies ,media_common.quotation_subject ,05 social sciences ,Immigration ,0507 social and economic geography ,Ethnic group ,Social environment ,Moderation ,Acculturation ,0506 political science ,Developmental psychology ,Social support ,Social integration ,Anthropology ,050602 political science & public administration ,Social ecological model ,Psychology ,050703 geography ,Demography ,media_common - Abstract
The study examined community influences on acculturation, social integration, and cultural adaptation among elderly Russian-speaking immigrants residing in two communities with different ethnic density. Results revealed direct, indirect, and moderation effects of community. The residents of the dense ethnic community had lower American social support and American acculturation than residents of the dispersed community. Both communities had comparable levels of acculturative stress and American cultural alienation, underscoring an indirect effect of community on cultural adaptation via acculturation and social support. The ethnic community also moderated relationships of acculturation and social support to cultural adaptation, suggesting their varied adaptive and maladaptive pathways. American acculturation was associated with increased acculturative stress in the dense community and reduced acculturative stress in the dispersed community. Russian acculturation and social support were typically adaptive in the dense community and maladaptive in the dispersed community. The study supported the Ecological Acculturative Frameworkxcopy (EAF) that underscores the importance of conceptualizing acculturation as embedded within the community sociocultural context that reflects the lived experiences of individuals interacting with their contextual settings, and empirically examining adaptive and maladaptive pathways provided by these settings.
- Published
- 2019
14. Teaching technologies for immigrant children: an exploratory study of elementary school teachers in Russia*
- Author
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Rezeda Khairutdinova, Dina Birman, Chulpan Gromova, and Aydar M. Kalimullin
- Subjects
Cultural Studies ,050101 languages & linguistics ,Teaching method ,media_common.quotation_subject ,05 social sciences ,Immigration ,Exploratory research ,Educational technology ,050301 education ,Education ,School teachers ,Pedagogy ,0501 psychology and cognitive sciences ,Sociocultural evolution ,Psychology ,Adaptation (computer science) ,0503 education ,media_common - Abstract
Educational institutions are an important setting where psychological, pedagogical, sociocultural, and language adaptation of immigrant children occurs. A number of teaching strategies, pra...
- Published
- 2019
15. Teachers as risk and resource factors in minority students’ school adjustment: an integrative review of qualitative research on acculturation
- Author
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Judith ‘t Gilde, Elena Makarova, Dina Birman, and Educational Sciences (RICDE, FMG)
- Subjects
Cultural Studies ,050101 languages & linguistics ,Medical education ,4. Education ,Teaching method ,Refugee ,education ,05 social sciences ,050301 education ,Interpersonal communication ,Acculturation ,Education ,Resource (project management) ,0501 psychology and cognitive sciences ,School adjustment ,Psychology ,0503 education ,At-risk students ,Qualitative research - Abstract
The present study is embedded in the contextual approach of acculturation research. It examines teachers’ attitudes and behaviors, teachers’ expectations as well as their teaching practices as risk and resource factors in minority students’ school adjustment. The study applies the method of content analysis and uses a deductively developed and inductively enriched system of categories. The results of the study provide an integrative review of qualitative research on the role teachers play in the acculturation process of minority youth and their adjustment outcomes in the school context.
- Published
- 2019
16. EDUCAÇÃO EM SAÚDE BUCAL COMO ESTRATÉGIA DE PREVENÇÃO À CÁRIE DENTÁRIA NA INFÂNCIA
- Author
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Lara Pepita de Souza Oliveira, Jardel dos Santos Silva, Esaú Lucas Nascimento Tavares, Ivana Caroline de Souza Marinho Araújo, Diego Ferreira Regalado, Ivete Castro de Souza, Dina Birman, Luca Ramon da Silva Lima, Kerolayne Sena de Sousa Santos, Cristiane Maria Brasil Leal, Erika Akiko Moura Shiota, and Jefter Haad Ruiz da Silva
- Published
- 2021
17. Construção de um indicador multidimensional de saúde bucal para a população idosa da cidade de Manaus, AM
- Author
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Dina Birman
- Subjects
General Medicine - Published
- 2021
18. Construction of a multidimensional oral health indicator for the older population in the city of Manaus-Amazonas
- Author
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Dina Birman, Maria Augusta Bessa Rebelo, Yan Nogueira Leite de Freitas, Evangeline Maria Cardoso, and Janete Maria Rebelo Vieira
- Subjects
General Medicine - Published
- 2021
19. 6. Acculturation
- Author
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Dina Birman, Dorothy Addae, Amy K. Marks, and Mona M. Abo-Zena
- Published
- 2020
20. Teachers as risk and resource factors in minority students’ school adjustment: an integrative review of qualitative research on acculturation
- Author
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Elena Makarova, Judith ‘t Gilde, and Dina Birman
- Published
- 2020
21. Teaching technologies for immigrant children: an exploratory study of elementary school teachers in Russia
- Author
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Chulpan Gromova, Rezeda Khairutdinova, Dina Birman, and Aydar Kalimullin
- Published
- 2020
22. Language Discordance in Mental Health Services: An Exploratory Survey of Mental Health Providers and Interpreters
- Author
-
Elizabeth A. Harrison, Jacob A. Bentley, Hui Ching Chang, Mansha Mirza, and Dina Birman
- Subjects
Higher education ,Best practice ,education ,transcultural mental health ,Language barrier ,interpreters ,computer.software_genre ,03 medical and health sciences ,0302 clinical medicine ,Health care ,030212 general & internal medicine ,lcsh:Social sciences (General) ,Medical education ,business.industry ,communication ,General Social Sciences ,Mental health ,030227 psychiatry ,Snowball sampling ,Limited English proficiency ,language barriers ,lcsh:H1-99 ,business ,Psychology ,computer ,Interpreter - Abstract
Global migration has contributed to greater language diversity in many parts of the world. Many migrants experience language barriers in their adopted countries. Language barriers hinder access to healthcare, including mental health. There exists little research on the extent of communication difficulties during language discordant mental health services. A cross-sectional observational study design was used to examine prevalence of communication challenges, use of communication best practices, and training needs among mental health providers and interpreters working with immigrants with Limited English Proficiency (LEP) in the United States. Using snowball sampling methods, 38 providers and 34 interpreters were recruited to complete online surveys. Challenges reported by interpreters pertained to technicalities of communication, while those reported by providers pertained to content of communication. Communication best practices such as pre-session briefings and post-session debriefings were used infrequently by providers in the sample. Providers with higher education levels were more likely to endorse some best practices. Fifty-four percent of the providers and 84% of the interpreters were interested in additional training in working with patients with LEP. Findings suggest the need for customized trainings for providers and interpreters to improve the quality of mental healthcare for patients with LEP.
- Published
- 2020
23. COVID-19 and refugee and immigrant youth: A community-based mental health perspective
- Author
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Tarik Endale, Nicole St. Jean, and Dina Birman
- Subjects
Telemedicine ,Social Psychology ,Adolescent ,media_common.quotation_subject ,Refugee ,Immigration ,Pneumonia, Viral ,Emigrants and Immigrants ,PsycINFO ,Behavioral Symptoms ,Psychological Trauma ,03 medical and health sciences ,Social support ,0302 clinical medicine ,Humans ,030212 general & internal medicine ,Sociology ,Child ,Pandemics ,media_common ,Chicago ,Medical education ,Infection Control ,Refugees ,COVID-19 ,Social Support ,Mental health ,Community Mental Health Services ,Outreach ,Clinical Psychology ,Basic needs ,Coronavirus Infections ,Case Management ,030217 neurology & neurosurgery - Abstract
In this article, we comment on the experience of the Kovler Center Child Trauma Program (KCCTP) following the March 21, 2020, shelter at home order in Chicago due to COVID-19. The KCCTP is a program of Heartland Alliance International that was founded in 2018 to provide community-based mental health and social services to immigrant and refugee youth and families who have experienced trauma. COVID-19 temporarily closed the doors of the center, suspending provision of in-person services in the community, and the program was forced to become remote overnight. The KCCTP rapidly transitioned to providing accessible information, active outreach, extensive case management, and flexible delivery of teletherapy and online psychosocial support, finding that attending to structural barriers and basic needs was crucial to family engagement and therapeutic success. Ongoing challenges include technological proficiency and access to computers, Internet, and private spaces. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
- Published
- 2020
24. Immigrant Students
- Author
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Lyn Morland and Dina Birman
- Abstract
In this chapter we offer a social-ecological perspective on educating the most vulnerable immigrant students, emphasizing the interaction between youth and the environment, including the family, school, peer group, community, larger society, and country of origin. Viewing immigrant children and youth through this ecological prism can help educators better understand the complex contexts in which they live and provide them with more tools to address issues that affect learning and behavior in the classroom. By using a strengths-based approach, schools can help support the development of resilience among immigrant students who have faced adversity, whether due to traumatic migration journeys, resettlement stress, academic challenges, or discrimination. By learning about and celebrating the cultures and backgrounds of immigrant students, identifying and focusing on strengths, engaging their families and communities, providing transitional academic support, and protecting civil rights, educators can make a significant difference in immigrant students’ lives.
- Published
- 2020
25. The role of psychologists in international migration research: complementing other expertise and an interdisciplinary way forward
- Author
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Maya Benish-Weisman, Brit Oppedal, Anat Bardi, Elma I. Lorenzo-Blanco, Gonneke W. J. M. Stevens, Derya Güngör, Robert S. Weisskirch, Dina Birman, Colleen Ward, Elena Makarova, Sophie D. Walsh, Peter F. Titzmann, Nicolas Geeraert, Eugene Tartakovsky, Verónica Benet-Martínez, Seth J. Schwartz, Rainer K. Silbereisen, and Paul Vedder
- Subjects
Planning and Development ,Geography ,Field (Bourdieu) ,Well-Being ,05 social sciences ,Geography, Planning and Development ,Perspective (graphical) ,050109 social psychology ,Migration studies ,Scholarship ,Work (electrical) ,Interdisciplinary ,Position (finance) ,Psychological Processes ,0501 psychology and cognitive sciences ,Engineering ethics ,Psychology ,Experiments ,Acculturation ,050104 developmental & child psychology ,Demography ,Levels of Analysis - Abstract
This research note addresses the current and potential future role of psychologists in the study of international migration. We review ways in which psychologists have contributed to the study of migration, as well as ways in which psychological scholarship could be integrated with work from other social science fields. Broadly, we discuss four major contributions that psychology brings to the study of international migration—studying migrants’ internal psychological experiences, incorporating a developmental perspective, conducting experimental studies, and integrating across levels of analysis. Given the position of psychology as a ‘hub science’ connecting more traditional social sciences with health and medical sciences, we argue for a more prominent role for psychologists within the study of international migration. Such a role is intended to complement the roles of other social scientists and to create a more interdisciplinary way forward for the field of migration studies. The research note concludes with an agenda for further scholarship on migration.
- Published
- 2020
26. Community perspectives on substance use among Bhutanese and Iraqi refugees resettled in the United States
- Author
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Mansha Mirza, Elizabeth A. Harrison, Corrina D. Salo, Hui Ching Chang, and Dina Birman
- Subjects
Adult ,Cross-Cultural Comparison ,Male ,Refugees ,medicine.medical_specialty ,Social Psychology ,Substance-Related Disorders ,Refugee ,fungi ,Stressor ,Focus Groups ,Mental health ,United States ,Midwestern United States ,030227 psychiatry ,03 medical and health sciences ,0302 clinical medicine ,Iraq ,medicine ,Humans ,030212 general & internal medicine ,Substance use ,Bhutan ,Psychiatry ,Psychology - Abstract
Premigration trauma and postmigration stressors put refugees at high risk for mental health concerns, including substance use. However, there is limited systematic research on substance use in refugee communities exists. We conducted exploratory qualitative research to examine Bhutanese and Iraqi refugee perspectives related to the use of recreational substances after resettlement in the United States. Data were collected through separate focus groups with 28 Bhutanese and 22 Iraqi adult men. Focus groups were facilitated by an experienced clinician with an in-person interpreter, audiorecorded, and transcribed. Transcripts were checked for accurate translation and then analyzed using a conventional content analysis approach. Findings revealed similarities and differences between the two refugee groups with regard to recognizing excessive use, triggers for use, and preferred modes of outreach and intervention. Findings also revealed postmigration changes in substance use behaviors stemming from issues related to access, cost, and perceived legal ramifications.
- Published
- 2017
27. Acculturation and Assimilation: A Qualitative Inquiry of Teacher Expectations for Somali Bantu Refugee Students
- Author
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Nellie Tran and Dina Birman
- Subjects
Refugee ,Multicultural education ,05 social sciences ,050301 education ,Bantu languages ,Social justice ,Somali ,language.human_language ,Acculturation ,Education ,Urban Studies ,Content analysis ,Pedagogy ,language ,0501 psychology and cognitive sciences ,Racial bias ,Sociology ,0503 education ,050104 developmental & child psychology - Abstract
This article explored the range in teacher expectations held for Somali Bantu refugees using content analysis of one-on-one interviews with teachers who taught Somali Bantu students at an elementary school in Chicago. Analyses revealed the emergence of five categories of expectations: (a) general acculturative expectations around language and knowledge (b) behaviors, (c) internal attributes, (d) classroom behaviors, and (e) family/home. These findings raise questions about the potential danger of teacher’s expectations that might suggest assimilation to oppressive racial statuses. Implications for teachers and future research are discussed. Limitations and generalizability are also discussed.
- Published
- 2017
28. Inside-Out: Representational Ethics and Diverse Communities
- Author
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Miryam Haarlammert, Dina Birman, Ashmeet Oberoi, and Wendy Jordana Moore
- Subjects
Health (social science) ,Research Subjects ,media_common.quotation_subject ,Refugee ,Culture ,050109 social psychology ,Ethics, Research ,Insider ,Information deficit model ,Humans ,Psychology ,Community psychology ,0501 psychology and cognitive sciences ,Narrative ,Sociology ,Applied Psychology ,media_common ,Intersectionality ,Social Identification ,05 social sciences ,Socialization ,Public Health, Environmental and Occupational Health ,Gender Identity ,Gender studies ,Research Personnel ,Autonomy ,050104 developmental & child psychology - Abstract
The purpose of this paper is to write about insights and special considerations for researchers who are, to some degree, "insiders" to the communities they study by expanding on the concept of representational ethics as applied to research in community psychology with diverse and marginalized groups. Representational ethics refers to the ways that researchers, artists, or corporations represent the identities of the people they portray in their communications. As community psychologists we generate and disseminate knowledge about the communities we work with, and in that process, create narratives about the people who participate in our studies. In preparing a report on psychological issues among Evangelical Christian refugees from the former Soviet Union, Dina Birman struggled with her portrayal of this group and her own status of being both an insider and an outsider to this community. When investigating academic aspirations and psychological distress among Muslim high school students, Ashmeet Oberoi was forced to acknowledge the one-sidedness of the discourse on autonomy and cultural socialization of Muslim adolescents. In her research with Cuban-educated doctors in Miami, Florida, Wendy Moore encountered similar issues as she considered how to represent gender dynamics among her participants.
- Published
- 2017
29. When worlds collide: Academic adjustment of Somali Bantu students with limited formal education in a U.S. elementary school
- Author
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Dina Birman and Nellie Tran
- Subjects
Sociology and Political Science ,Social Psychology ,Multicultural education ,Refugee ,05 social sciences ,050301 education ,Cultural assimilation ,Student engagement ,Bantu languages ,Somali ,language.human_language ,Acculturation ,Pedagogy ,language ,0501 psychology and cognitive sciences ,Sociology ,Business and International Management ,Disengagement theory ,0503 education ,050104 developmental & child psychology - Abstract
This paper reports on the findings of a two-year ethnographic study of newly arrived Somali Bantu refugee students in a U.S. elementary school (K-6) in Chicago. These data paint a detailed picture of students’ behavioral and academic adjustment to school, and the drivers behind “behavioral incidents” (instances when children’s behavior presented a problem for school staff) and their academic engagement or disengagement. Bantu students required a degree of flexibility and accommodation from their teachers, whose attitudes toward acculturation could generally be characterized as “assimilationist” (requiring students to conform to U.S. culture and school rules) or “multicultural” (respecting and accepting the students expressing their heritage culture at the school). This study illustrates the difficulties faced by refugee students with limited or interrupted formal education (SLIFE) when adjusting to U.S. schools, and the pressures placed on teachers and other school staff. Strategies used by teachers in working with SLIFE are described. These findings also extend the literature on the academic engagement of immigrants to this group of SLIFE. In this study, SLIFE were disengaged not because of disinterest or resisting adult expectations at school but because they were unfamiliar with the culture of schooling and did not have the academic background necessary to complete school tasks. The study also illustrates the need to provide schools with adequate support to accommodate the needs of SLIFE.
- Published
- 2017
30. Cultural and academic adjustment of refugee youth: Introduction to the special issue
- Author
-
Dina Birman, Jody Lynn McBrien, and Karen Dooley
- Subjects
education.field_of_study ,Sociology and Political Science ,Social Psychology ,media_common.quotation_subject ,Refugee ,05 social sciences ,Population ,050301 education ,Identity (social science) ,Gender studies ,Economic Justice ,Acculturation ,Multiculturalism ,0501 psychology and cognitive sciences ,Social media ,Sociology ,Business and International Management ,education ,0503 education ,Repatriation ,050104 developmental & child psychology ,media_common - Abstract
In this introduction to the IJIR special issue on refugee youth in academic settings, the editors sought manuscripts that examined both challenges and effective practices in countries of temporary and permanent refugee resettlement. We welcomed diverse methodological approaches and empirical work at all levels and types of education (formal, non-formal, and informal). Our final selections do not fully represent the field of refugee education, as eight of the nine are studies in third countries of permanent resettlement, a designation received by only about one percent of the total refugee population. Perspectives came from the social sciences: psychology, sociology, anthropology, and sociolinguistic disciples. Themes of the articles fall into two broad categories: 1) educational challenges due to trauma, acculturation stressors, and educational issues; and 2) educational practices intended to address some of these challenges. Although the resettlement category is the smallest of the UNHCR’s “durable solutions,” the authors present important findings to support refugee students’ success. These have to do with collaborative processes, issues of identity, the use of social media, and teacher training in multicultural and language support. In considering future work in this field, we conclude that dimensions of justice need to be more fully examined in other refugee solutions (such as repatriation and local integration in the first country of refuge). We recommend that more research be conducted on the current European “migrant crisis.” We also call for scholars to be public intellectuals in venues that can reframe the characterization of refugees in opposition to “fake news” fanning public fears.
- Published
- 2017
31. Comparing Trauma Exposure, Mental Health Needs, and Service Utilization Across Clinical Samples of Refugee, Immigrant, and U.S.-Origin Children
- Author
-
Elizabeth A. Newnham, Theresa S. Betancourt, Robert W. Lee, Dina Birman, B. Heidi Ellis, and Christopher M. Layne
- Subjects
050103 clinical psychology ,medicine.medical_specialty ,business.industry ,fungi ,05 social sciences ,Traumatic stress ,Poison control ,medicine.disease ,Mental health ,Occupational safety and health ,Phobic disorder ,Substance abuse ,Psychiatry and Mental health ,Clinical Psychology ,Traumatic grief ,medicine ,0501 psychology and cognitive sciences ,business ,Psychiatry ,Somatization ,050104 developmental & child psychology ,Clinical psychology - Abstract
Most mental health services for trauma-exposed children and adolescents were not originally developed for refugees. Information is needed to help clinicians design services to address the consequences of trauma in refugee populations. We compared trauma exposure, psychological distress, and mental health service utilization among children and adolescents of refugee-origin, immigrant-origin, and U.S.-origin referred for assessment and treatment by U.S. providers in the National Child Traumatic Stress Network (NCTSN). We used propensity score matching to compare trauma profiles, mental health needs, and service use across three groups. Our sample comprised refugee-origin youth (n = 60, 48.3% female, mean age = 13.07 years) and propensity-matched samples of immigrant-origin youth (n = 143, 60.8% female, mean age = 13.26 years), and U.S.-origin youth (n = 140, 56.1% female, mean age = 12.11 years). On average, there were significantly more types of trauma exposure among refugee youth than either U.S.-origin youth (p < .001) or immigrant youth (p ≤ .001). Compared with U.S.-origin youth, refugee youth had higher rates of community violence exposure, dissociative symptoms, traumatic grief, somatization, and phobic disorder. In contrast, the refugee group had comparably lower rates of substance abuse and oppositional defiant disorder (ps ranging from .030 to < .001).This clinic-referred sample of refugee-origin youth presented with distinct patterns of trauma exposure, distress symptoms, and service needs that merit consideration in services planning.
- Published
- 2017
32. Partner development praxis: The use of transformative communication spaces in a community-academic participatory action research effort in a Mexican ethnic enclave in Chicago
- Author
-
Jennifer K. Felner, Dolores Castañeda, Yvette Castañeda, Dina Birman, Kamal Eldeirawi, Noel Chavez, Anna Mayer, Jennifer M. Hebert-Beirne, Victoria Persky, Joan F. Kennelly, and Simone Alexander
- Subjects
Organizational Behavior and Human Resource Management ,030505 public health ,Praxis ,Sociology and Political Science ,business.industry ,Strategy and Management ,media_common.quotation_subject ,Community-based participatory research ,Participatory action research ,Gender studies ,Public relations ,Workforce development ,03 medical and health sciences ,0302 clinical medicine ,Transformative learning ,030212 general & internal medicine ,Sociology ,Action research ,0305 other medical science ,business ,Ethnic enclave ,media_common - Abstract
Trusting, productive relationships between traditionally discordant stakeholders—community members and researchers—are critical for successful Community-Based Participatory Research. Practical guidance on processes allowing for partner trust-building and collaborative leadership development in Community-Based Participatory Research literature lacks specificity. In this paper, we introduce our praxis of Transformative Communication Spaces to facilitate purposeful, iterative discourse that occurs in, and fuels each research phase. We elaborate on the use of Transformative Communication Spaces through Pláticas de Salud, Oral History Listening Events, and Data Analysis Think Tanks within the framework of our Little Village Participatory Community Health Assessment. We believe the integrity and potential of Community-Based Participatory Research is contingent on the use of Transformative Communication Spaces strategies to foster trusting partnerships necessary for shared learning and co-leadership.
- Published
- 2017
33. Community context matters: Acculturation and underemployment of Russian-speaking refugees
- Author
-
Dina Birman, Andrey Vinokurov, and Edison J. Trickett
- Subjects
Value (ethics) ,Sociology and Political Science ,Social Psychology ,Refugee ,05 social sciences ,Ethnic group ,050109 social psychology ,Acculturation ,Underemployment ,Social integration ,0502 economics and business ,Ecological psychology ,Social ecological model ,0501 psychology and cognitive sciences ,Business and International Management ,Psychology ,Social psychology ,050203 business & management - Abstract
The study investigated underemployment among a sample of Russian-speaking refugee adults in the U.S. resettled in two communities that differ in ethnic density. Community context, acculturation, and their interaction related to underemployment. Descriptively, residents of the dense ethnic community had higher Russian and lower American acculturation, greater social integration into co-ethnic networks, lower perceived support from American friends, were more likely to have fellow Russians help them find a job, and less likely to find the job independently. Predictively, living in the dense community and lower levels of American acculturation positively associated with underemployment, while Russian acculturation was unrelated to underemployment. In addition, significant interactions suggested that American acculturation was beneficial for reducing underemployment in the dispersed community but was associated with increased underemployment in the dense community, while greater Russian acculturation was associated with increased underemployment in the dispersed community only. The present study demonstrated context specificity in the relationship between acculturation and underemployment and reaffirmed the value of an ecological approach to conceptualizing acculturative experiences and their relationships to adaptation outcomes.
- Published
- 2017
34. Making sense of three-way conversations: A qualitative study of cross-cultural counseling with refugee men
- Author
-
Hui Ching Chang, Dina Birman, Elizabeth A. Harrison, Mansha Mirza, and Corrina D. Salo
- Subjects
Medical education ,Sociology and Political Science ,Social Psychology ,030503 health policy & services ,Flexibility (personality) ,computer.software_genre ,Intercultural communication ,Mental health ,03 medical and health sciences ,Interpersonal relationship ,0302 clinical medicine ,Limited English proficiency ,030212 general & internal medicine ,Session (computer science) ,Business and International Management ,0305 other medical science ,Psychology ,Social psychology ,computer ,Interpreter ,Qualitative research - Abstract
Effective communication is essential in mental healthcare, where language often represents the primary means of treatment. In intercultural counseling sessions, communicating with Limited English Proficient (LEP) clients calls for skillful collaboration with language interpreters. However, best practices in medical interpretation may not be equally effective in mental health settings. This study examined the factors promoting and hindering successful communication during interpreter-mediated counseling sessions with LEP Bhutanese and Iraqi refugee men. Researchers observed eight substance use counseling sessions in real-time to make note of communication patterns and key communication breakdowns. Then, researchers conducted video-elicitation interviews with the client, clinician and interpreter immediately after each session to dissect communication events from each party’s perspective. Session videos and interview transcripts underwent qualitative analysis to identify factors that predict or prevent communication breakdowns. Findings indicate important differences between mental health interpretation and interpretation in other healthcare settings. Common practices such as simultaneous interpreting and first person interpreting were found to function differently in a mental health setting. Some therapeutic maneuvers, such as irreverence and humor, were difficult to employ cross-culturally. The adaptation and negotiation of interpersonal relationships between clinician, client and interpreter were central to the success of communication. Trust and flexibility were key to the functioning of the triadic relationship. Clinicians, clients and interpreters were found to adopt different roles and responsibilities throughout the session in an ongoing manner. Implications for the training of interpreters and clinicians are discussed.
- Published
- 2017
35. Minority students’ psychological adjustment in the school context: an integrative review of qualitative research on acculturation
- Author
-
Elena Makarova and Dina Birman
- Subjects
Cultural Studies ,education ,05 social sciences ,050301 education ,050109 social psychology ,Context (language use) ,Social justice ,Acculturation ,Education ,Content analysis ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,Social psychology ,Cultural pluralism ,Qualitative research - Abstract
The present study aims at systematically analyzing the findings reported in qualitative research on acculturation and psychological adjustment in the school context. Content analysis was conducted using the deductively developed and inductively enriched system of categories. The results of the study provide insights into youths’ acculturation and their psychological adjustment in the school context as well as schools’ mechanisms and strategies for responding to minority youths’ needs in the process of the cultural transition.
- Published
- 2016
36. Immigration, migration, and community psychology
- Author
-
Dina Birman and Emily Bray
- Subjects
Human migration ,business.industry ,media_common.quotation_subject ,Intervention (counseling) ,Political science ,Immigration ,Community psychology ,Social science ,Criminology ,business ,Social justice ,media_common - Published
- 2017
37. Chapter 12. Practice with Immigrant and Refugee Children and Families in the Education System
- Author
-
Alan J. Dettlaff, Dina Birman, Rowena Fong, and Lyn Morland
- Subjects
business.industry ,media_common.quotation_subject ,Refugee ,Immigration ,Medicine ,Gender studies ,business ,media_common - Published
- 2016
38. The Acculturation of Community Psychology: Is There a Best Way?
- Author
-
Dina Birman
- Subjects
Health (social science) ,Social Values ,Refugee ,Identity (social science) ,Emigrants and Immigrants ,Social value orientations ,Psychology, Social ,03 medical and health sciences ,Community psychology ,Humans ,0501 psychology and cognitive sciences ,Cultural Competency ,Intersectoral Collaboration ,Applied Psychology ,030505 public health ,Research ,05 social sciences ,Public Health, Environmental and Occupational Health ,Culturally Competent Care ,Acculturation ,United States ,Interdisciplinary Communication ,0305 other medical science ,Psychology ,Social psychology ,Cultural competence ,Discipline ,Social Adjustment ,Asian psychology ,050104 developmental & child psychology ,Forecasting - Abstract
In this paper I describe a community psychology perspective on acculturation and adjustment of immigrants and refugees and suggest that this field of acculturation research has in turn something to offer heuristically as we consider our identity and training for future generations of community psychologists over the next 50 years. I suggest that honoring our heritage, maintaining our disciplinary identity as community psychologists, and sustaining doctoral programs that offer training specific to community psychology are crucial for our survival as a field and is not antithetical to, and is indeed necessary for, interdisciplinary collaborations.
- Published
- 2016
39. Crossroads: The psychology of immigration in the new century
- Author
-
Dina Birman
- Subjects
Cultural Studies ,Clinical Psychology ,Social Psychology ,Anthropology ,Applied Psychology - Published
- 2013
40. Community interventions
- Author
-
Edison J. Trickett and Dina Birman
- Published
- 2016
41. Biculturalism
- Author
-
Jennifer B. Unger, Seth J. Schwartz, Verónica Benet-Martínez, and Dina Birman
- Subjects
Intervention (law) ,Globalization ,Negotiation ,Multiculturalism ,media_common.quotation_subject ,Biculturalism ,Immigration ,Gender studies ,Sociology ,Acculturation ,media_common - Abstract
This chapter reviews the construct of biculturalism, focusing on individuals with multiple cultural backgrounds. The chapter focuses on biculturalism as a heterogeneous label, and it covers several variants of biculturalism that have been studied. A number of biculturalism-related constructs are discussed, including endorsement of two or more cultural streams, cultural frame switching, bicultural identity integration, globalization-based biculturalism, and triculturalism (endorsement of three or more cultural streams). Distinctions between biculturalism and triculturalism are discussed, along with consideration of situations in which more than three cultural streams may be intersecting. The chapter concludes with a section on practical implications of biculturalism and on interventions to promote biculturalism in individuals and families.
- Published
- 2016
42. Acculturation in theUnited States of America
- Author
-
Dina Birman and Gail M. Ferguson
- Subjects
Ethnology ,Sociology ,Acculturation - Published
- 2016
43. Determinants and Consequences of Child Culture Brokering in Families from the Former Soviet Union
- Author
-
Edison J. Trickett, Curtis J. Jones, and Dina Birman
- Subjects
Adult ,Male ,medicine.medical_specialty ,Health (social science) ,Adolescent ,media_common.quotation_subject ,Immigration ,Nuclear Family ,Developmental psychology ,Young Adult ,Emotional distress ,Adaptation, Psychological ,medicine ,Humans ,Parent-Child Relations ,Child ,Path analysis (statistics) ,Applied Psychology ,Language ,media_common ,Cultural Characteristics ,Maryland ,Public health ,Public Health, Environmental and Occupational Health ,Emigration and Immigration ,Middle Aged ,United States ,Acculturation ,Health psychology ,Commonwealth of Independent States ,Baltimore ,Female ,Psychology ,Soviet union ,Social psychology ,Stress, Psychological ,Social status - Abstract
Child culture brokering occurs when immigrant children help their families navigate the new culture and language. The present study develops a model of the child culture broker role that situates it within the family and community economic and acculturative contexts of 328 families from the former Soviet Union. Path analysis was utilized to explore the relationships of community and family economic and cultural contexts with child culture brokering, child emotional distress, and family disagreements. All children reported some culture brokering for their parents. Less English proficient parents with lower status jobs, and living in areas with more Russian speaking families tended to utilize their children as brokers more often. Further, community economic conditions also predicted brokering indirectly, mediated by parent job social status. Brokering was related to child emotional distress and family disagreements. Further, culture brokering was a mediator of the impact of parent job social status on both child emotional distress and family disagreements. These results add to our understanding of the culture broker role and emphasize the utility of approaching research on it from an ecological perspective.
- Published
- 2012
44. Questioning the model minority: Studies of Asian American academic performance
- Author
-
Dina Birman and Nellie Tran
- Subjects
media_common.quotation_subject ,Ethnic group ,Personality ,Emic and etic ,Stereotype ,Academic achievement ,Psychology ,Model minority ,Racism ,Social psychology ,General Psychology ,media_common ,Test (assessment) - Abstract
The current paper reviews literature on the academic performance of Asian Americans with a critical eye toward understanding the influence of discrimination on this process. Specifically, this study seeks to understand the extent to which researchers have gathered sufficient knowledge to dispel “conventional knowledge” of Asian Americans as model minorities. We questioned the extent to which studies explicitly measured student performance as a product of individual effort and Asian cultural influences, while simultaneously measuring the impact of exposure to discrimination. We present a review of studies on Asian American academic performance published 1990‐2008. Our analysis suggests that social science research has continued to perpetuate the stereotype of Asian Americans as a “model minority.” The majority of the reviewed studies did not differentiate among Asian American ethnic and generational groups. These studies also tended to infer culture as an explanation for the high achievement of Asian Americans without examining the impact of sociopolitical factors, such as racial discrimination. In fact, many of the reviewed studies reported that Asian Americans were deficient relative to Whites on attributes thought to be related to culture (e.g., personality characteristics, parenting behaviors) while finding that they achieved academically at levels similar to or higher than Whites. Finally, the majority of these studies have not used culturally appropriate methods to test their hypotheses and research questions. Thus, we recommend that studies embrace emic/population-specific and sociopolitical (Sasao & Sue, 1993) approaches to understand and explore factors that contribute to academic achievement in this group.
- Published
- 2010
45. Multiple identities of Jewish immigrant adolescents from the former Soviet Union: An exploration of salience and impact of ethnic identity
- Author
-
Wing Yi Chan, Irena Persky, and Dina Birman
- Subjects
Social Psychology ,Salience (language) ,media_common.quotation_subject ,Judaism ,Immigration ,Ethnic group ,Gender studies ,Ethnic origin ,Structural equation modeling ,Acculturation ,Education ,Negotiation ,Developmental Neuroscience ,Developmental and Educational Psychology ,Life-span and Life-course Studies ,Psychology ,Social psychology ,Social Sciences (miscellaneous) ,media_common - Abstract
The current paper explores the salience and impact of ethnic and national identities for immigrants that are negotiating more than two cultures. Specifically, we were interested in the ways in which Jewish immigrant adolescents from the former Soviet Union integrate their Russian, Jewish, and American identities, and to what extent identification with these three cultures predicts adaptation to varied life domains. In order to examine whether being Jewish has an impact on salience and predictive value of Russian and American identities, a sample of Jewish adolescents (n = 100) was compared with a sample of non-Jewish (n = 113) adolescent immigrants from the former Soviet Union. The study suggests that Jewish and non-Jewish adolescent immigrants differ in levels of Russian and American identity. Further, using structural equation modeling a bicultural model for Jewish and non-Jewish adolescents was tested. The results suggest that these two groups do not differ with respect to how Russian and American identities impact on adjustment. However, adding Jewish identity to the model for the Jewish sample significantly improved model fit, and rendered some of the impact of Russian identity non-significant. Thus a multicultural model that included all three identities had better explanatory power for this sample than a bicultural one. Implications for the study of ethnic identity of immigrants, particularly those whose lives involve multiple cultural affiliations, are drawn.
- Published
- 2010
46. Acculturation gaps in Vietnamese immigrant families: Impact on family relationships
- Author
-
Joyce C. Ho and Dina Birman
- Subjects
Family relationship ,Sociology and Political Science ,Social Psychology ,media_common.quotation_subject ,Vietnamese ,Immigration ,Identity (social science) ,Gender studies ,Family cohesion ,Article ,Acculturation ,First generation ,language.human_language ,Developmental psychology ,language ,Impact on family ,Business and International Management ,Psychology ,media_common - Abstract
Vietnamese immigrants in the United States face acculturation challenges involving the individual, family, and community. Experts suggest that immigrant family members acculturate at different rates resulting in an acculturation gap, which negatively influences family adjustment. In this study we examined the degree and patterns of acculturation differences between 104 first generation immigrant Vietnamese adolescents and their parents, and whether acculturation gap affected family relationships. Operationalizing the “gap” as both absolute value of differences in acculturation and interactions of parent and adolescent acculturation levels, we examined the impact of such gaps in Vietnamese and American language, identity, and behavioral acculturation on family relationships. Results revealed that family cohesion and satisfaction were predicted by gaps in Vietnamese identity acculturation, but not by gaps in other acculturation domains.
- Published
- 2010
47. Cross-and same-race friendships of Vietnamese immigrant adolescents: A focus on acculturation and school diversity
- Author
-
Dina Birman and Wing Yi Chan
- Subjects
Sociology and Political Science ,Social Psychology ,media_common.quotation_subject ,Vietnamese ,education ,Immigration ,Metropolitan area ,humanities ,Acculturation ,language.human_language ,Social support ,Friendship ,Race (biology) ,language ,Business and International Management ,Psychology ,Social psychology ,Diversity (politics) ,media_common - Abstract
The purpose of this study was to examine friendship developments of 153 Vietnamese immigrant adolescents who resided in an East Coast metropolitan area of the United States. We examined the influences of school diversity and acculturation on the quantity and quality of cross-and same-race friendships. Surprisingly, students who came from schools that are more diverse reported fewer cross-race friendships and lower levels of social support from their cross-race friends. American acculturation predicted greater levels of social support from cross-race friends. For same-race friendships, students who went to schools with higher percentage of Asian students reported more same-race friendships; however, percentage of Asian students was not a significant predictor of social support from same-race friends. Students who reported greater levels of Vietnamese acculturation reported greater levels of social support from their same-race friends. This study has implications for understanding the impact of school diversity and acculturation on friendship development of Vietnamese immigrants. Also, suggestions on how to better conceptualize and measure diversity are discussed.
- Published
- 2009
48. Neighborhood immigrant concentration, acculturation, and cultural alienation in former soviet immigrant women
- Author
-
Olga Sorokin, Shannon N. Zenk, Jorgia Connor, Edward Wang, Arlene Michaels Miller, and Dina Birman
- Subjects
Social Psychology ,Context effect ,media_common.quotation_subject ,Immigration ,Psychological intervention ,Alienation ,Context (language use) ,Mental health ,Article ,Acculturation ,Cultural diversity ,Sociology ,Social psychology ,media_common - Abstract
Several acculturation theories note the importance of surrounding context, but few studies describe neighborhood influences on immigrant adaptation. The purpose of this study was to examine relationships among neighborhood immigrant concentration, acculturation, and alienation for 151 women aged 44-80 from the former Soviet Union who lived in the US fewer than 13 years. Participants resided in 65 census tracts in the Chicago area with varying concentrations of Russian-speaking and diverse immigrants. Results from self-report questionnaires suggest that the effect of acculturation on alienation varies depending on neighborhood characteristics. The study also demonstrates the complexity of individual and contextual influences on immigrant adoption. Understanding these relationships is important for developing community-based and neighborhood-level interventions to enhance the mental health of immigrants.
- Published
- 2009
49. Closing the research to practice gap: Redefining feasibility
- Author
-
Diana Formoso, Marc S. Atkins, Stacy L. Frazier, and Dina Birman
- Subjects
Clinical Psychology ,Basic research ,media_common.quotation_subject ,Sufficient time ,Intervention research ,Closing (real estate) ,Professional ethics ,Community psychology ,Engineering ethics ,Psychology ,Community collaboration ,media_common - Abstract
Recent attention to closing the research to practice gap reflects a new paradigm in which community partners assume more active roles in intervention research. Funders are shaping this new genre of collaborative research, and yet still require letters of support from investigators documenting access to sites as evidence of feasibility. Defining feasibility by access, however, derives from a basic research model that translates poorly to a collaborative one. At the same time, university‐community collaboration within externally funded research poses a number of ethical challenges. We encourage a redefinition of feasibility that prioritizes collaboration by reconstructing the purpose and content of letters of support and by encouraging investigators to build into studies sufficient time and specific plans for building sustainable partnerships.
- Published
- 2008
50. The Relationship of Parental Practices and Knowledge to School Adaptation for Immigrant and Nonimmigrant High School Students
- Author
-
Dina Birman and Susan Ryerson Espino
- Subjects
Child rearing ,media_common.quotation_subject ,Knowledge level ,05 social sciences ,Immigration ,050301 education ,Poison control ,050109 social psychology ,Educational attainment ,Developmental psychology ,Cultural diversity ,Pedagogy ,Developmental and Educational Psychology ,Parenting styles ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,Autonomy ,media_common - Abstract
This study assesses the impact of parent practices and knowledge of school on school success for a sample of 240 immigrant and nonimmigrant high school students and their parents. Immigrant parents from the former Soviet Union were less knowledgeable about and had less contact with the school, and allowed less autonomy than U.S.-born parents. Some differences and similarities in the relationship between parental practices and knowledge and school adaptation were found.
- Published
- 2007
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