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By investigating Vietnamese English learners' perspectives on influential cultural factors and barriers these factors bring to the development of learner autonomy, this study seeks to draw attention to proper consideration of the host cultural values in importing and implementing Western educational theories. A phenomenological approach was employed, and qualitative data were collected from in-depth interviews with 15 English majored students from a public university in the Mekong Delta. Using Hofstede et al.'s (2010) six-dimensional model of cultural differences as a theoretical framework, the study reveals that all the six dimensions, at different levels, hinder the development of learner autonomy. The study also uncovers cultural assimilation - a state in which individuals perceive a certain cultural characteristic as their personality traits without any adjustment, corresponding to the Restraint factor. These results emphasize the significance of cultural analysis and imply the need for constructing a culturally appropriate pedagogy to promote learner autonomy. The paper concludes by discussing some possible directions for further research in the field.

Migration continues to emerge as a significant issue in the present day, extending beyond its historical context. This phenomenon not only forms a broad spectrum of impact in social, economic, and cultural realms but also holds notable consequences in the realm of education. Migration, on one hand, has the potential to stimulate cultural interaction, enhancing diversity in knowledge and experience. On the other hand, immigrant individuals may encounter early challenges such as educational inequalities or negative attitudes. This intricate relationship between migration and education contributes to cultural development while simultaneously bringing about areas of societal conflict. Understanding the effects of migration on the younger generation falls within the responsibilities of Psychological Counseling and Guidance (PCG) teachers. These educators aim to support students' academic, personal, social, and emotional development, particularly addressing the challenges posed by the education of immigrant students in the context of social diversity. Research on understanding the attitudes among school stakeholders towards immigrant students contributes valuable insights to this field. In this context, the study is an original work focusing on the perspectives of PCG teachers concerning the attitudes of other stakeholders in schools with immigrant students in private schools. Conducted using qualitative research methods and the phenomenology design, the study involved 12 PCG teachers working in private schools in Gaziantep, Kilis, and Mersin, which are among Turkey's cities experiencing significant migration. Data collected through interviews were analyzed using content analysis. The findings revealed that, overall, teachers and students in private schools with immigrant students tended to have a positive attitude, while parents held a negative outlook. A collective evaluation of all data suggests a notably positive perception and attitude toward immigrant students.

The percentage of international faculty members at Korean universities peaked in 2013 and has been decreasing since, suggesting that Korean universities have a problem with international faculty member retention. This study investigates whether international faculty members' intention to leave is associated with their degree of acculturation. Results are based on analyses of data from 325 international faculty members with doctorates working at Korean universities nationwide. Regression analyses reveal that acculturation, work-related conditions (salary, workload, workplace climate) and mobility-related motivational factors (job market in home country, interest in Korea) explain international faculty members' intention to leave. A 'cultural advantage' (ethnically Korean or living with a Korean spouse) is not a significant predictor of intention to leave. Suggestions to support international faculty members, and to help bring about synergistic organizational change are ventured in the hopes of bolstering retention at Korean universities going forward.

Our principal objective is to explore if interculturality is relevant for the success of a bilateral student mobility program, Mexico-Japan Technical and Academic Exchange Program (MJTAEP). First, the authors explain their methodology and objectives of field work. Second, they situate their analysis within a framework of growing academic cooperation, common ends, and variability, depending on national objectives. Third, they consider the motivations/aspirations of Mexican fellowship holders, as stated by respondents to an electronic survey (106), as well as in-depth interviews (21). The authors look specifically at the quality of courses aimed at providing linguistic, cultural, and technical tools to the Mexican grantees. Two topics are evaluated in detail: (1) the drivers and obstacles of academic integration of Mexicans in Japanese universities, and (2) the acquisition of hard and soft skills (relationships with sensei, alumni or administrative officers and knowledge/proficiency requirements) to facilitate student incorporation in the host society and institutions.

During their studies, Roma university students enter into a milieu different from their family environment and this can affect their identity. In our research, we used life story interviews (N 5 108) to study Roma university students who attended Roma College for Advanced Studies (RCAS). We were interested in how their identities were formed and what role their family Roma identity strategy and the RCAS played in it. In our analysis, we divided the Roma students into five categories (separated, integrated, assimilated, negative, marginalized) and these identity strategies were also used to determine the respondents' family identity. In the sample, the largest proportion consisted of those who had an integrated personal and family Roma identity strategy. The majority of the respondents had not changed identity strategies and also interpreted their personal identity according to the family pattern. Some of the Roma university students went to RCAS specifically to strengthen their Roma identity. Overall, it can be said that the family Roma identity strategy can be linked to the development of personal identity, and the RCAS can have a role in preserving and strengthening the Roma identity of university students.

In this study, we aim to address this gap by investigating how various individual learner characteristics such as grade level, gender, and immigration status affected upper-elementary school MLs' reading motivation in English. To achieve the goal, we adopted a three-factor reading motivation model that includes three interrelated constructs (instrumental, integrative, and social motivation) based on factors which have been found to motivate individuals to learn a second or additional language. The sample for this survey research included 132 MLs in fourth-to-sixth grades from six schools in a Midwestern state. Findings indicate that while social motivation, which is prominent in the general reading motivation literature, is pertinent to MLs' reading motivation, other constructs such as integrative motivation and instrumental motivation should be given attention. In fact, instrumental motivation was the construct which seemed to motivate MLs the most out of the constructs included in the survey.

Development for empowerment focuses on leveraging education via digital technologies and micro-credentials for training and education as part of the integration, social inclusion and capacity building for displaced persons. Development for empowerment builds upon the previous concepts of development including Amartya Sen's 'development as freedom,' the core concept of education and learning as development, and the use of digital technologies for building human capacity so people can make their own choices and pursue the lives they wish to lead. Development for empowerment for refugees broadens the construct of development and is integral to promoting and nurturing 'equity, access and success' amongst refugee populations. The authors highlight critical resources that support the basic tenets of human empowerment such as the UN's "Declaration of Human Rights," the UN's "Basic Needs Approach to Refugees," Maslow's "Hierarchy of Needs," and the key strategies of online delivery and micro-credentials development. Moreover, the authors emphasise that the integration, social inclusion and integration of refugees is a highly complex construct to implement and sustain, thus reflecting the constant tension of refugees' emotional desire to return home versus rebuilding a new life in a new country. In the final analysis, 'development for empowerment' + open and distance learning + digital microcredentials create a powerful synergy for serving refugees and fulfilling the spirit of preserving human rights through education and the pursuit of one's chosen life as a precious human ideal.

Background: Early Childhood Education Institutions (ECEIs) require a model for the cultivation of religious values from an early age. Religion encompasses fundamental values that strongly instil belief in the existence of God and promote harmonious relationships among individuals. This study examines the role of ECEIs in fostering religious values in early childhood. Aim: This study aims to explore the cultivation of religious values in early childhood, which includes philosophy and models of the cultivation of religious values. Setting: This research was conducted in Palu, Central Sulawesi, Indonesia. Methods: Researchers chose five early childhood educational institutions with 30 participants, teachers, and managers of early childhood educational institutions. The analytical approach used is the "Discovering Cultural Themes" model. Results: The spirit of 'Ing Ngarso Sung Tulodo, Ing Madya Mangun Karso, and Tut Wuri Handayani' serves as the philosophy guiding teachers to act as role models, inspire enthusiasm, and recognise the potential of young children. This philosophy is broken down into four main themes: 'I Love the Earth', 'I Love Indonesia', 'Playing and Cooperating/We Are All Brothers', and 'My Imagination and Creativity'. The cultivation model includes introduction, habituation, and exemplary actions by parents and teachers. Conclusion: Philosophical values are cultivated through recognition, habituation, and example. The acculturation model starts from the identification of religious and cultural values followed by institutionalisation and encouragement by teachers and parents. Contribution: The role of early childhood educational institutions in the acculturation of religious values is a vital characteristic of schools managed by the government and foundations in Indonesia.

Gender studies in Western institutions of higher education tend to focus on the deficiencies of female students in adjusting to new cultures compared to their male counterparts (Contreras-Aguirre & Gonzalez, 2017; Manese et al., 1988; Mallinckrodt & Leong, 1992). Few researchers have delved into female Chinese international students' ways of self-fashioning and the opportunities it brings them. Using a phenomenological theoretical framework combined with a critical lens to conduct detailed interviews, this study shifted the lens of focusing on female students' deficiencies, instead exploring how a group of Chinese female international students self-fashioned as they navigated the U.S. higher education environment. Three major themes emerged in our female Chinese international students' stories: their "self-fashioning" helps them (1) sophistically navigate the U.S. system better, (2) tactically fit into the new U.S. society, and (3) adaptively create more genuine personal identities. Implications were discussed at the end of this study.

This cross-border narrative analyzes the intercultural perspectives of two doctoral students, one Chinese and the other Italian, who are international doctoral students conducting research in the United States. The first author is doing a doctorate in education in international adult and higher education, while the second author is undertaking a doctorate in adult and community education. Utilizing reflection rooted in Kolb's (1984) model of experiential learning and adopting a collaborative autoethnography framework, the cross-border narrative seeks to draw comparisons between their respective intercultural learning and living experiences. It underscores the interconnectedness of these experiences despite their diverse cultural backgrounds. The reflection contributes to a better understanding of their varied intercultural experiences, leading to the conclusion that self-awareness is the initial step toward improving intercultural competence.

Homesickness, a distinctly human phenomenon, is common among college students, domestic or international and is the focus of this research. In this study, we focused on international students in American institutions to better understand the relationship among homesickness, acculturation, and social media use. Through focus group interviews, international students shared their lived experiences of homesickness, use of social media, and acculturation. Four themes (i.e.1. Social media as conflict, 2. Social media as distraction, 3. Social media as frenemy, and 4. Social media as functional) surfaced in the data to describe the relationships among social media use, homesickness, and acculturation. Our participants used social media mainly to communicate with people back home when they felt homesick, yet the use of social media did not help their homesickness. The results are discussed through the lens of communities of practice. The researchers offer practical implications for institutions and people directly involved with international and study-abroad education programs.

Learning a foreign language incorporates cognitive, communicative, emotional, and social aspects. Some of these aspects have to do with the structure of the language being studied; some others deal with social and psychological issues that influence the environment where the learning process takes place. This reflection paper addresses various emotional aspects that can bring up positive outcomes along the foreign language learning stages. Elements such as motivation, attitudes, levels of anxiety, acculturation, ethnicity, and personality are considered for this work. Readers should be able to find useful ideas for their ESL/EFL classes.

In this critical autoethnography, I reflect on my experience teaching in a KIPP charter school in an urban, racially diverse city in the southwestern U.S. Over the past few decades KIPP has gained both prestige and resentment as a major character in the charter school movement. Their focus on supporting students from underrepresented racial backgrounds in achieving academic success has gained them ample support in many communities. How-ever, in this article I draw attention to the KIPP policies and practices that work directly against the organization's aims and instead support a process of acculturation. I engage with storytelling to bring the reader into my classroom experiences so that we might col-lectively trouble these disconnections and (re)consider how policies may impact students of Color in similar institutions.

This research explores the issues of applying bilingual education in China Panorama Curriculum, with purpose to enhance cross-cultural adaptability of ASEAN students in higher education. Employing questionnaires and interviews with a longitudinal analysis based on factors like age, gender, nationality, and time in China, to investigate the cross-cultural adaptability of ASEAN students in China, focusing on psychological and learning environment adaptation. The research uncovers challenges in adapting to the Chinese cultural landscape and proposes solutions. Cultural disparities between China and ASEAN nations are identified, with the bilingual education approach proving beneficial in fostering classroom participation and cultural exchange. However, psychological challenges persist, impacting mental well-being and academic performance. The research reveals the limited social life of ASEAN students in China, confined to campus interactions, suggesting improvements in English proficiency among teachers and encouraging active student participation in social activities. While bilingual education holds promise, the research emphasizes the need for comprehensive strategies, including teacher training and addressing socioeconomic disparities. The findings offer insights into cross-cultural adaptation complexities, highlighting the potential of bilingual education within the Panorama Curriculum. Caution is advised when generalizing beyond ASEAN students in Guangxi, China, considering potential variations in cultural, social, and educational contexts internationally.

The sudden and unexpected war in Ukraine led to a large flow of citizens displaced abroad. Almost half of them are preschool- and school-age children. The peculiarities of their adaptation to the educational environment of another country necessitates the study of the main aspects of adaptation in these conditions. The aim is to identify the psychological and pedagogical aspects of adaptation to the educational environment of another country of school-age refugee children. The research included the use of surveys, questionnaires (Strengths and Difficulties Questionnaire, SDQ), analysis of official information sources. The research found that the studied 203 children relocated to other countries have high rates of adaptation to the educational environment. Their performance indicators improved, high satisfaction with school, teachers, and relationships with classmates was revealed. The SDQ found a low overall level of adjustment difficulties (M=16.3, SD=1.9). The study showed that, in general, displaced Ukrainian children have high rates of adaptation to the educational space of other countries. They are emotionally stable, sociable, moderately hyperactive, have no behavioural disorders, and have high prosocial behaviour. The obtained results can contribute to the development of a programme to support Ukrainian children of immigrants to the educational environment of other countries, which will contribute to their psychological and pedagogical adaptation to it.

This study investigated the relationship between language attrition, cultural identity, and sociocultural factors in four international schools in Azerbaijan. Two distinct student groups, one undergoing English education since preschool (Group 1) and another transitioning to English after primary school (Group 2), were examined to discern the connection between language attrition, cultural identity, and sociocultural factors. The research explored acculturation strategies concerning loss of proficiency in the first language (L1) and bicultural identity and formulated hypotheses to assess the connection between education level and language loss and the influence of attrition on cultural identity shift. Employing a comprehensive mixed-methods approach, the research utilized native language proficiency tests and e-surveys for quantitative analysis, while focus group interviews and thematic analysis investigated qualitative aspects. The e-survey uncovered factors influencing L1 attrition, with Group 1 exhibiting lower native language proficiency, suggesting an impact of second language (L2) exposure. Regression analysis revealed that language skills, English communication preferences, and thinking in English predicted lower proficiency in L1, while the duration of L2 exposure played a pivotal role in shaping cultural identity. Focus group interviews demonstrated a subtle narrative of cultural shift and assimilation within the international school context. The theoretical framework and thematic analysis provided a comprehensive understanding of the acculturation experiences of international school students, emphasizing the concept of culture attrition influenced by diverse factors.

Despite their prolonged history of immigration to the UK, studies on Turkish Cypriots' acculturative processes have been scarce. Utilizing 20 semi-structured interviews with three generations of Turkish Cypriot immigrants living in the UK, this paper explores the acculturation processes of Turkish Cypriots by focusing on their sense of self, ethnic and national identity delineations. How do they identify themselves, and what do their identifications suggest about their acculturation? In an attempt to contribute to the empirical studies on the acculturation and identity of "other white" immigrant groups, we argue that there exists a bi-cultural/multi-cultural self with varying degrees of closeness to the host country, as well as hyphenated (British Cypriot), multi-hyphenated (London Turkish Cypriot) and travelling identities that are constructed through experience, time and place. Although there exist some intergenerational differences, it can be said that Turkish Cypriots have been open to the idea of integration starting from the first generation and, in general, have high acculturation, which was evident from the narratives of how they situate themselves within the ethnic and national identities.

The purpose of this survey study was to explore how the English language proficiency of Asian and Latin American immigrant parents influenced their levels of intergenerational challenges as reflected in their experiences with diminished parental authority, role reversal, acculturation gap, value discrepancy, family conflict, and emotional distance. The 86 participants were Asian and Latin American immigrant parents from eight classes at three adult ESL programs in Southern California. They reported lower levels of intergenerational challenges than was expected based on the extant literature, and their experiences were quite similar regardless of their adult ESL class levels. Overall, the parents from different ethnic backgrounds shared more commonalities than differences as language and cultural learners raising children in a new land. This study sheds light on the experience of immigrant parents raising children in ethnic enclaves and pushes against common discourses about immigrants' acculturation. The findings suggest that preserving their linguistic and cultural heritage has become increasingly important to many immigrant communities and may play a crucial role in how they navigate their roles as parents.

From its conception in Australia, subject 'English' has been considered central to the curriculum. The English literature strand in the curriculum does not stipulate specific texts but is more explicit regarding what should be considered as an appropriate 'literary text'. Curriculum documents emphasise the need for texts to have cultural and aesthetic value whilst suggesting that English teachers include texts that are chosen by students, texts from Asia, and texts by Aboriginal and Torres Strait Islander authors. Despite this, the influences of British colonisation manifests in Australian English teachers' text selection as they continue to choose texts from the 'canon'. This paper is framed by Rigney's principles of Indigenism and Indigenous Standpoint Theory (1999; 2017) and will draw on my own lived experience -- as an Aboriginal student, English teacher, and now researcher -- to examine the presence of colonialism in English and the consequent subordination of Indigenous perspectives. This paper will suggest some of the ramifications of prioritising colonial texts while teaching and learning on Aboriginal land and investigate how the construction of subject English could feel assimilative to Indigenous people. I will explore this by using my own experience of learning William Shakespeare's 'Othello' as a student and of teaching Doris Pilkington's 'Follow the Rabbit-Proof Fence' as a teacher as examples.

In recent decades, the number of international students in China has significantly increased. This swift growth of international students has raised concerns about the capacity of Chinese universities to meet international students' academic expectations. Since the quality of higher education is frequently measured by student learning experiences, this article explores the experiences of international students in China. It examines the relationship among diversity experiences, innovative learning environments and personal development, specifically focusing on the mediating role of cultural adoption among international students. The data collected from 304 international students from various countries studying in Shaanxi, China, through an adapted survey and structural equation modelling (SEM) were applied for analyses. This study highlights the importance of cultural adoption in the context of international education and its influence on personal development. It establishes a strong relationship among diversity experiences, innovative learning environments, cultural adoption and personal development of students. The study findings provide valuable understanding for individuals and organizations in higher education on effectively promoting cultural acceptance and enriching the development of global students.

This research aims to investigate the correlation between the academic performance of migrant students and their cultural integration within the context of international education. Additionally, it seeks to identify an optimal acculturation strategy that enhances the academic outcomes of migrant students and explores the influence of VR technology-based learning on acculturation and academic performance. The study conducted an online survey among 1032 participants from China, Vietnam, Mongolia, Turkmenistan (studying at RUDN University in Moscow, Russian Federation), and Uzbekistan, Tajikistan, Turkmenistan (studying at Kazan (Volga Region) Federal University in Yelabuga, Russian Federation), forming the primary sample (N = 400). The research utilized Berry's 2D acculturation model (2005) and Schwartz's questionnaire (1992) to assess acculturation strategies. A virtual reality experiment involved 100 students using Oculus Rift and Rhino-Unity technology. Academic performance, acculturation, and stress levels were measured post-virtual excursions. The SL-ASIA (26-item) and ILS (31-item) surveys assessed acculturation levels and stress. The research identified integration as the most effective acculturation strategy (35%), fostering improved academic performance, expanded cultural boundaries, and the development of global cultural capital. Analyzing the relationship between academic performance and acculturation tendencies revealed that the majority of students with "Excellent" (49%) and "Good" (59%) grades exhibited a high level of integration. Those with "Satisfactory" grades showed a tendency towards marginalization (32%). In the realm of cultural education through virtual reality technology, the study demonstrated that immersive VR learning environments can enhance academic performance, reduce psychological and acculturation stress, and multiply adaptive resources essential for acculturation in a new culture. Although the abstract highlights the research objectives, it requires modification for grammatical correctness. Additionally, the methodology for data collection and analysis needs to be explicitly mentioned for clarity.

Parents' socialization beliefs have implications for the psychological adjustment of their children through their parenting behaviors; however, such pathways have rarely been established among Chinese American families. The present study examined how Chinese American parents' goals for their children to take on bicultural values and behaviors (i.e., bicultural socialization beliefs) influenced their child's level of depressive symptoms in emerging adulthood through their parenting behaviors and the level of parent-child alienation. Data came from Waves 2 (adolescence) and 3 (emerging adulthood) of a longitudinal study of 444 Chinese American families. Mothers' reports of their bicultural socialization beliefs positively predicted adolescents' reports of mothers' autonomy-supporting behaviors and interdependence-focused shaming behaviors. In addition, there was a significant and negative indirect effect of mothers' bicultural socialization beliefs on emerging adult depressive symptoms through adolescents' reports of mothers' autonomy-supporting behaviors and emerging adults' reports of alienation to their parents. In contrast, there was a significant and positive indirect effect from fathers' reports of their bicultural socialization beliefs to emerging adult depressive symptoms, through emerging adults' reports of alienation only. Findings contribute to our understanding of bicultural processes in Chinese American families and establish that parents' beliefs have significant implications for the psychological adjustment of Chinese American youth.

The relationship between acculturation and academic adjustment has been under-investigated. A mixed longitudinal design was used in this article, with study 1 employing a questionnaire survey (N = 642) to explore student sojourners' academic adjustment status and its predictors, and study 2 adopting qualitative approaches (reflective journal and interview) to track changes in acculturation strategies and adjustment experienced by a sample of 12 participants. Study 1 found that acculturation strategies (integration and marginalization) and social support (from family, Chinese friends, and teachers) were significantly associated with the academic adjustment of student sojourners in the Chinese higher education context. Integration was positively associated with academic adjustment, whereas marginalization was negatively associated. Study 2 revealed that student sojourners experienced changes in their acculturation strategies, students are suggested to embrace the integration strategy to sustain their academic journey in China. This study also provides implications for policymaking and education practices.

In contemplating multilingualism and mobility in the 21st century, several dimensions warrant attention in the emerging field of migration linguistics. First is the move beyond migration to thinking about mobilities, in particular, the new mobilities paradigm in the social sciences which views human mobility as entailing a complex assemblage of movement, social imaginaries, and experience. Second, a study of the different waves of migration in a particular society, as well as concomitant and official language policies -- using Singapore as a case in point -- distinguishes the layers of, on the one hand, the older, and thus established migrants, versus newer migrants, in particular, transient populations of foreign workers, and, crucially, the differential statuses that these communities and their languages hold in society -- including a potential invisibility of authentic multilingualisms. Such an examination allows the development of a typology of migrants in a statal narrative. Where lines are drawn is dependent on circumstance, with the periphery positioned differentially in times of celebration versus crisis, for example, in risk communication in this pandemic era. This holds significant implications for access and appropriation, and consequent (im)mobilities, and, in the bigger picture, for the crucial intersections -- including how society is responding to the role of indigenous languages for the UN's Sustainable Development Goals. This is particularly timely for this International Decade of Indigenous Languages (2022-2032), noted to not be addressing the interactions between language and migration, as well as the challenge of migrant intergration, recognised as a central and important driver of sustainable development.

Scholars have argued that, on average, immigrant students are 'optimists' and have higher educational aspirations than non-migrant students after accounting for students' socio-economic background and educational performance. However, ethnic minority groups, which proxy the different origin backgrounds of migrants, may show mixed findings in terms of educational aspirations. This study aims to analyse the lyceum (the most theoretical school in Italy) and university aspirations of migrant-origin students and their Italian counterparts, enrolled respectively in Italian lower (Grade 8: age 13) and upper secondary state schools (Grades 9-11: ages 14-16). The analyses are based on data from the Italian Integration of the Second Generation survey conducted during the 2014/15 school year. Our results show that students having Chinese, Moroccan, Moldovan and other non-European Union Eastern European origins assume the lowest levels of lyceum aspiration after also considering compositional effects. Conversely, the largest proportion of migrants attending school in Grades 9-11 have higher levels of university aspiration compared to non-migrants. When considering the role of migratory generation, lyceum and university aspirations are positively associated with the acculturation process of migrants. Furthermore, we found that high family expectations, social relationships and self-perception benefits of studying have positive associations with both lyceum and university aspirations, especially among migrants.

In the era of higher education institutions' internationalisation, international student mobility is viewed as a crucial educational tool for enhancing the cross-cultural competence of learners. This paper aims to present research findings on the development of cross-cultural competence (skills, knowledge, and attitudes) among students participating in a short-term international mobility programme. The study involved 45 students from five European universities located in Kosovo, the Czech Republic, Poland, Belgium, and Malta. We utilised three scales in our methodology: the Cross-Cultural Adaptability Inventory, the Multicultural Personality Questionnaire, and the Intercultural Sensitivity Scale, along with data from a structured diary. Our findings indicate that students who took part in this programme expanded their knowledge through various trainings and workshops during each study visit abroad. Students not only gained new knowledge and specific skills (e.g., conflict management, negotiation skills), and behaviours (e.g., tolerance, openness, trust), but they also improved previously acquired competencies, such as professional and linguistic ones (English fluency). This study contributes to the scientific understanding of cross-cultural competence development and may also be valuable in designing intercultural training and mobility programmes for students.

Familial racial-ethnic socialization (RES) helps youth build tools of cultural resilience by providing messages regarding race and ethnicity that enable them to negotiate and survive the demands of a racialized society. Thus, RES is an important caregiving task for historically minoritized families, including Latine families in the United States. In this article, we review research on RES in Latine families, which has focused primarily on RES processes in middle childhood to adolescence, to provide an evidence-informed conceptual model delineating the youth, parental, dyadic/familial, and sociohistorical factors that shape how Latine families engage in RES. We argue that it is important to focus on which RES messages are provided, how families provide these messages, and the concomitant family processes that support RES efforts that result in culturally adaptive outcomes. We also review research on this topic to identify where evidence supports the role of these factors in the delivery of RES and to identify new directions for research and intervention.

There is a dearth of research into the experience of adult diagnosis of autism spectrum disorder, and targeted research is needed to understand the needs of these adults. The aim of this coproduced review was to assess existing qualitative data on the lived experience of receiving an autism spectrum disorder diagnosis, identify recurring themes, and synthesize them into a visual model representing the journey through diagnosis. Using thematic analysis, we analyzed qualitative data from 24 studies of adult experiences of autism spectrum disorder diagnosis from PsycINFO, Embase, MEDLINE, and CINAHL. Thirty-two "descriptive" themes and three superordinate themes were identified. These themes represented how factors relating to identity and relationships are impacted by the diagnosis of autism spectrum disorder and the role of adaptation and assimilation. While the diagnostic process was confusing and disappointing for many, it often led to a sense of relief and clarity regarding past experiences. It created opportunities to connect with other autistic individuals and to access services, though appropriate supports were widely lacking. Recommendations are made that the diagnosis process explicitly considers needs in relation to: the impact of the diagnosis on identity, interactions with other people, choices regarding disclosure, and whether and how to make informed adaptations.

International students comprise over 50% of the graduate student population in the life sciences in the US, over 70% of whom are Asian. Research that aims to understand international students' experiences has often treated Asian students as a monolith, discounting significant cultural and historical differences between regions in Asia that may affect students' motivations for pursuing graduate degrees, their experiences in graduate school, and their identities as scientists in training. To begin to understand the experiences of SAI students as they transition to PhD programs in the sciences, we conducted an exploratory study in which we interviewed 10 SAI students and 12 US native students during the first six months of their doctoral programs. We performed a content analysis of the interview data with the aim of identifying factors that shaped students' doctoral transitions. We then selected factors that were distinctive to SAI students. Finally, we carried out an interpretative phenomenological analysis to understand and describe the following factors that SAI students experienced as influencing their doctoral transitions: prior exposure to research; opportunities for networking; challenges with and affordances for acculturation; attitudes toward and understanding of mental health issues; financial affordances and constraints of pursuing a PhD, and barriers to communication. The results of this work have the potential to be useful to graduate programs seeking to ease SAI students' transition to doctoral programs.

Previous studies have suggested the impact of intervention fidelity on the management and prevention of chronic diseases; however, little is known about the effect of the contributing determinants (at multiple levels of influence) that can impact health-related interventions intending to improve the health status of Hispanic adolescents with overweight or obesity. The current study aimed to assess whether fidelity (i.e., dosage and quality of the program delivery), acculturation (i.e., orientation to the American culture, retention of Hispanic cultural values), and individual-level socio-demographic characteristics (i.e., income, education) predict changes in family processes (e.g., parent control), which in turn may affect adolescent health-related outcomes including body mass index (BMI), physical activity, dietary intake, and adolescents' health-related quality of life. A pathway analysis model was utilized to explore the study variables among 140 Hispanic parent-adolescent dyads randomized to Familias Unidas Health and Wellness (FUHW) intervention. Results indicated that fidelity was significantly associated with changes in parent-adolescent communication, parent monitoring, limit-setting, and control. Parents' education was associated with changes in parent limit-setting, and parent Hispanicism was associated with changes in parent limit-setting and discipline. The examination between family processes and adolescent health outcomes revealed that parents' higher discipline and improved communication with their adolescents were significantly associated with improved adolescents' quality of life, and parent control was positively associated with physical activity and negatively associated with BMI in adolescents. Our findings demonstrated the significant contribution of intervention fidelity and participants' characteristics in parenting strategies leading to adolescents' health outcomes to prevent obesity-related chronic diseases. Future research is needed to investigate the effect of environmental and organizational factors on the delivery of the intervention materials.

Positive perceptions of the school social environment have been found to be associated with a host of positive outcomes. However, English language learners (ELL) might be less likely to have positive perceptions of their school environment or a strong sense of school belonging compared with their fluent English-speaking peers. The purpose of the present study was to examine predictors of 10th-grade ELL students' perceptions of the school and students' perceptions of their relationships with their teachers. Student characteristics such as their level of English ability and school characteristics such as the demographics of the student and teacher populations at the school, as well as policies and opportunities afforded by the environment, were also considered. ELLs had lower positive perceptions of school climate, but higher positive perceptions of teacher-student relationships than their peers. English proficiency predicted positive perceptions of school climate, but was not significantly related to teacher-student relationships. In turn, perceptions of school climate were important contributors in explaining reading scores for ELLs after taking language proficiency into account, while teacher-student relationships were a significant factor in predicting GPA. Implications are discussed.

This longitudinal mixed-methods case study aimed to explain why a seemingly ordinary U.S.-affiliated hyper-connected French language learner (Nancy) achieved extraordinary outcomes after 15 weeks in Paris, compared to fifteen Generation Z peers also enrolled in the program. Framed by Complex Dynamic Systems Theory and social pedagogies, the study adopted a retrodictive approach to "explain after by before" and retrace Nancy's complex, non-linear trajectories of success. Adapting to new realities of students going abroad with their smartphones in hand, multiple measures of success (linguistic, intercultural, social, psychological, emotional) were triangulated with reports on smartphone usage, rich interviews, and background data to provide dense time-series and narrative illustrations of changes. Findings revealed the importance of the activation of Nancy's agency to take advantage of the affordances of her study abroad environment through the butterfly effect arising from her initial conditions, judicious smartphone usage, and quality of L1 and L2 interactions.

This pilot study adds to the understanding of interventions to manage acculturative stress experienced during undergraduate study abroad programs. It was designed to evaluate the impact of cognitive behavioral strategy training combined with intentional practice during mixed reality (MR) simulations on acculturative stress. Participants included a convenience sample of undergraduate nursing students enrolled in a faculty-led study abroad course. Students participated in two MR simulations within a virtual environment over back-to-back days. Simulations were written by nursing faculty experts to reproduce realistic clinical situations students may encounter while studying in Peru. The Generalized Self-Efficacy Scale, State-Trait Anxiety Inventory, and Slater-Usoh-Steed questionnaire were administered. Quantitative biometric indices assessed during simulations included estimates of heart rate, blood pressure, respiratory rate, oxygen saturation and alterations in sweat gland activity reflective of changes in emotional state (galvanic skin response). There were changes in biometric indices within each simulation, but indices were not different between pre- and post- cognitive behavioral strategy training. Intentional reflective writing before, during, and after the study abroad program demonstrated an iterative cycle of reflection on action and mindfulness. These qualitative data suggest that pre-departure cognitive based behavior stress management strategies paired with simulated practice prior to departure may be one way to help nursing students deal with acculturative stress during study abroad experiences.

This article discusses the findings of qualitative case-study research that looks at pedagogical contexts of adult education programs for migrants in Cyprus, Scotland, Malta, and Estonia. The goal of this research is to understand how Learner-Centered Education (LCE) is promoted within a human-rights framework and implemented as an approach to emancipatory social change. The findings show significant discrepancies in the implementation of LCE. Differences emerged between educational interventions that influence the language-learning and assimilation-integration processes of adults with migrant backgrounds. Informed by these findings, this article builds a case for Emancipatory Learner-Centered Education (ELCE)--a pedagogical approach that goes beyond course adaptations, to engage migrants in consciousness-raising and confidence-building, while fostering communal action between migrants and adult educators.

Globalization, climate change, and political instability are increasing migration patterns across the world with millions of people, including children, adapting to new host nations (UNHCR, 2019). There is evidence that immigrant children have obstacles and influences in psychosocial development beyond language acquisition (Suárez-Orozco et al., 2008). Eriksonian Developmental Theory (Erikson, 1968) suggests as adolescents progress in typical identity maturation, they explore their future purpose in society while also establishing personal ethics. Further, Marcia et al. (1993) describe some adolescents who have actively sought personal ethic exploration, but cannot fully pursue a future purpose, as "Moratoriums." More broadly, the term "moratorium" can define a delay in legal motion, creating a waiting period (Miriam-Webster, 2024). This term aptly depicts the situation many undocumented youth face while waiting to live their lives fully in the United States regarding both legal status and identity development (Gonzales, 2011). This case study of five Latino immigrants, four being undocumented, asks adult respondents (aged 19-26) to reflect on moments of exclusion/inclusion in their secondary music classes through a set of open-ended questions. Using Quirkos software (2013), in vivo inductive coding revealed several themes found in transcribed interviews. Additionally, Suárez-Orozco et al. Integrative Risk and Resilience Model for Understanding the Adaptation of Immigrant-Origin Children and Youth (2018) provided the framework for deductive coding also revealing similar emergent themes. Findings show respondents felt included in music classes except regarding group travel. Several emergent themes encompassed identity, language acquisition, acculturation/enculturation, boundaries, and feelings. Research findings shed light on a clandestine population in the context of music education, general education, social-emotional learning, immigrant-specific adaptations, undocumented student's identity development, and meaningful music-making. This study gives some evidence that within the school immigrant adaptive microsystem, secondary music education programs may serve as a "nanosystem" for Moratoriums to feel safe to explore their future purpose actively without judgement, building resilience for the challenges that lie ahead.

The fact that people move to another country to protect their families brings with many difficulties. The purpose of this research is to analyze the child-rearing traditions and difficulties of Syrian families under temporary protection with a preschool child and to reveal their experiences. The population of this research consists of the provinces of Kilis and Gaziantep. Its participants are refugee families with preschool children who fled the civil war in Syria and came to Turkey. These interviews were held to gather information about the participants' social life before the war, the war period, the time of migration, settling in Turkey and child education. The codes were created by analyzing the content of the collected data, one of the qualitative analysis methods, and the codes were combined under themes. As a result of the analysis of the data, the research findings were gathered under four main themes: pre-war, war and migration; integration of refugee families to Turkey; and child education; and broken families. The research findings were discussed with the relevant studies in the literature, and suggestions were made in line with the findings.

This article presents a new perspective on how to think about interculturality and education from the perspective of a native society in the Paraguayan Chaco. It highlights how formal schooling reaffirms the model of unidirectional relations advocated by national society. Within this model, indigenous peoples and persons are not allowed to participate in this national society on their own conceptual terms, and inclusion turns out to be mere shorthand for assimilation. This text, on the other hand, proposes modes of education and forms of relating that pay attention to the native dimension. These would contribute to the creation of spaces which indigenous societies as such can hold within national society and support indigenous people's own processes of protagonism and initiative. In parallel, it proposes conceiving of education as "from" rather than "for" autochthonous societies; and conceiving of the learning process from the point of view of "learning" rather than from the point of view of "education." This conceptual change, which includes a critique of the widespread concept of "interculturality," entails that we must not design modes of education, but rather create preconditions for learning from within the native society, which also requires ways of relating from within. In this way, colonialist pressures in education can be overcome and new possibilities for native protagonism can be developed. [This report was translated by Jens Van Gysel.]

Focusing on a group of international parents who came to the United States as visiting scholars, graduate students, or their partners, this qualitative study delineates the nature of their experiences as they navigated learning about parental involvement in a U.S. school. Despite the parents' extensive formal schooling in their home countries, they still experienced parental involvement as a process of adaptation to and discovery of expectations and permitted forms of involvement in the United States. They often learned of opportunities informally through contact with other parents. The school personnel with whom they engaged were critical in supporting their adjustment to the new school system, and the language and professional skills they brought with them also influenced how they interacted with school personnel. Our findings call schools to make intentional efforts to be culturally and linguistically responsive through informing and involving parents who are unfamiliar with U.S. schooling rather than leaving them to find their own way.

When transitioning from a familiar learning culture to a United Kingdom higher education (HE) culture, international students face a number of academic, cultural, and linguistic challenges. This paper considers the obstacles that international students experience and critically analyzes the use of social media to aid the academic transition of a group of postgraduate international students. Specifically, it analyzed the use of Yammer to support peer collaboration and communication to enhance academic development of a group of Southeast Asian international students undertaking an MA at a UK university in the North of England. The student feedback suggested that social support networks were important for academic engagement and development. This paper recommends more training on the affordances of Yammer, additional online tutor presence, and more scaffolded activities.

The PhD students in this study create a sense of being at home as part of their own way of being themselves. Their programme requires and allows considerable autonomy in how they choose to be with the people around them. Different to common expectations of the 'international student', their nationality and its 'culture' being apart from the 'culture' they find is not the major factor. Instead they draw resources from their personal cultural trajectories within which their lives in Britain form another stage in a lifelong journey of identity construction. They do not 'assimilate' in the expected sense. Their friends are not mainly 'British'. Their brought multilingualism is characteristic of a natural hybridity that prepares them to be different selves in diverse social locations and with people of diverse origin on and off campus through an ongoing negotiation process of small culture formation on the go.

This study illuminates the current policy and practice dynamics and tensions of school internationalization in the province of Ontario generated by the increasing presence of international students at the secondary school level, identified as early study abroad (ESA) students. It conducts a comparative thematic analysis of a set of interviews with school- and board-level stakeholders of internationalization alongside a critical policy analysis of a key provincial policy text. We find that ESA-based internationalization is largely run out of internationalization offices resourced to focus on student recruitment and administrative support, with oversight of homestay and custodianship being significant components. The more idealistic visions of school internationalization emphasized in provincial policy and some school discourse occur in a more reactive fashion. On-the-ground "educational" support of these newcomer ESA students is shouldered by schools and educators within their existing and limited capacities, while the "intercultural" dimensions and benefits remain largely aspirational.

This paper explored the multiple layers of social and intercultural adjustment challenges experienced by international female doctoral students in Australia. The paper investigates multiple dimensions of sociocultural differences between the students' native and host countries, including sociocultural context, community engagement, personal and social lives, and the intersection of more commonly researched sociocultural identities. This investigation is undertaken within the epistemological positioning of feminist standpoint theory and intersectionality. In addition, a narrative inquiry approach and a thematic analysis are used to understand the students' social lives and issues of adjustment to a new culture. Themes like intercultural understanding, social connectedness and adjustment issues are used to encapsulate the students' views about their social positionality and understanding of their lives during PhD in Australia.

This study investigates Chinese international students' acculturation strategies and pragmatic intentions to address identity conflicts in Hong Kong study experiences through a developmental lens. We treat conflicts and stressors as indicators of active commitments and the process of engagement as strategic, goal-oriented, intentional investments to become better selves. Undergraduates (N = 95) enrolled in a Hong Kong university participated: 85 completed a Cultural Practices Questionnaire about daily activities; 10 completed semi-structured interviews on their acculturation strategies, identity conflicts, and justifications. Mixed method data analysis highlighted strategies rooted in goals, choices, consistency, and commitment. Several pragmatic intentions were also identified. Participants considered academic study, language learning, club activities, communicating with friends, volunteering, and interacting with diverse people as fundamental active commitments. An alternative definition of "integration strategy" is proposed to better capture students' transcultural choices and decolonize the view that students are expected to conform to the host culture.

The aim of this study was to develop, with the participation of international students, the content of an online system that these students could use in the process of acculturation and adapting to a new environment. The action research with a participatory design approach was selected as the research model from among the qualitative research methods and was implemented. Within the scope of the study, the topics that the students were interested in with regard to Turkish culture, problems of adaptation to the Turkish culture and environment, and their expectations of the content of the online system to be developed were determined. These data were used to determine the main content heading of the online system. Later, the content development activities of the online system were carried out with the active participation of 18 international students in Turkey from Europe.

Purpose: To examine the relationship between acculturation indicators and metabolic syndrome among Hispanic adults living in the Dallas-Fort Worth-Arlington, Texas metropolitan area. Methods: This study utilized secondary data collected from a larger 2014 study among 128 Hispanic adults living in Dallas-Fort Worth-Arlington. The current study examined two research questions: (1) Is there a relationship between acculturation indicators (nativity, duration in the United States, and the Short Acculturation Scale for Hispanics score) and metabolic syndrome among Hispanic adults living in Dallas-Fort Worth-Arlington? (2) Is there a relationship between acculturation indicators and the individual markers associated with metabolic syndrome (high waist circumference, high blood pressure, elevated fasting blood glucose, elevated blood triglycerides, and reduced high density lipoprotein cholesterol among Hispanic adults living in Dallas-Fort Worth-Arlington? Results: Most participants were female (aged 40 and older) born outside of the United States. More than half of the participants had been in the United States fewer than 20 years and revealed loweracculturation scores. More than one-third of the participants also had metabolic syndrome. Prevalence of metabolic syndrome was higher among females compared to males. Most participants had abnormal high-density lipoprotein and waist circumference. Acculturation scores and nativity were not associated with abnormal metabolic syndrome markers. Duration in the United States was not associated with metabolic syndrome markers of high waist circumference, reduced high-density lipoprotein, and elevated blood triglycerides. However, duration in the United States was associated with metabolic syndrome markers of high blood pressure and elevated fasting blood glucose. Conclusions and Recommendations: Acculturation is a multifaceted, dynamic phenomenon that influences health at multiple levels. Future studies can explore a range of social-ecological factors that interact with acculturation and health. Because metabolic syndrome is considered a "lifestyle syndrome," there is an additional need to examine behavioral health and relationships among diet, physical activity, and acculturation. Through a social-ecological and culturally relevant lens, health education specialists can lead interprofessional efforts to promote health literacy and healthy lifestyle behaviors among Hispanic individuals and communities. These action steps can be integral components of professional preparation programs that offer students opportunities to engage in service learning and develop core competencies in their disciplines.

Institutions of higher education (IHEs) are charged with instilling institutional identity among all employees and this is particularly true for smaller Christian IHEs committed to the Great Commission. Following a case study of a recently dissolved institution, this article suggests that it may be worth the investment to effectively generate institutional identity among adjunct faculty even if doing so requires additional funding or capital. In this paper the authors draw on the tenets of organizational socialization theory coupled with a prescribed curriculum as a conceptual framework designed to generate institutional identity among adjunct faculty. The authors highlight a multi-phased model for implementing a sophisticated curriculum formulated to effectively cultivate institutional identity and discuss the benefits that are associated with enhanced onboarding efforts. It is suggested that Christian IHEs consider benefitting from the recommended approach.

This scholarly investigation delves into the correlation among fundamental motifs in cross-cultural research. The inquiry specifically examines the impact of language impediments on the psychological well-being, social assimilation, and cultural adjustment of expatriates. Furthermore, the study endeavours to elucidate the nexus between language, culture, and social interactions within expatriate communities globally. These objectives are predicated on the premise that language functions bidirectionally, fostering convergence among individuals from diverse cultures while concurrently posing challenges to their assimilation into a shared cultural milieu. This research employs a qualitative methodology, utilizing in-depth, semi-structured interviews with expatriates residing within the cultural milieu of the Kingdom of Saudi Arabia. Thematic analysis serves as the analytical approach, facilitating a comprehensive exploration of various facets pertaining to linguistic challenges. This encompasses an examination of their impact on expatriates' social networks, engagement in community activities, and mental well-being. This investigation elucidates significant correlations between linguistic proficiency and social integration, demonstrating that adept language skills correlate with resilient social networks and active engagement within communities. Conversely, restricted language capabilities frequently give rise to sentiments of exclusion and impede social interactions within expatriate communities. Furthermore, the study accentuates the psychological strains emanating from linguistic challenges, emphasizing their repercussions on the mental well-being and self-efficacy of expatriates. This research addresses crucial gaps in the existing literature on language challenges encountered by expatriates globally. Through the utilization of real-life examples drawn from diverse social and cultural contexts, the study elucidates the multifaceted impact of language on expatriate experiences.

This paper is an analysis of Francophone immigrant parents' experiences of child language brokering in the Western Cape province of South Africa. Using a qualitative research design, data was collected by means of semi-structured interviews from nine immigrant parents who were selected through a convenience and snowball sampling technique. Through the lens of sociocultural theory and acculturation, the key findings indicate that the Francophone immigrant parents displayed positive feelings and had optimistic expectations concerning their children's language brokering skills in English and their future prospects in South Africa. The paper concludes that Francophone immigrant parents' experiences of child language brokering are complex and dynamic and are influenced by the context and purpose of communication.