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The purpose of this paper is to examine interethnic differences in the degree of participation in social assistance, disability, and unemployment benefits during the working‐age period.

Using individual register data of the entire immigrant population for 2005 from Statistics Netherlands, the paper employs standard probit models to estimate differences in welfare use between immigrant groups that are divided into the first and second generations.

The analysis shows that migrants from non‐western countries, both first and second generation, have a higher probability of participation in social assistance and disability‐benefit programs and to a lesser extent in unemployment‐benefit programs. A large part of migrants’ welfare dependence can be explained by their background characteristics and immigration history, but a significant unexplained residual is still left. Strikingly, the degree of dependence of second‐generation non‐western migrants on social assistance is similar to their parents’.

A higher welfare dependency of non‐western immigrants is probably related to the admittance policy. Most immigrants from developing countries are allowed to enter The Netherlands on humanitarian grounds, as family or asylum migrants.

This study is the first scholarly investigation of welfare use by immigrants and their descendants in The Netherlands. An additional novel feature is that the study covers three major social‐welfare benefits for those aged between 19 and 64 years.

Much research claims that immigrant women's entrepreneurship in Western capitalist societies is embedded in the structural and cultural attributes of receiving societies. Other studies maintain that the structural and cultural traits of immigrant groups explain women's entrance into this type of business activity. Together, this body of research underestimates those individual attributes embedded in human agency, in the personalities of immigrant women, that encourage them to engage in this type of business enterprise.

The purpose of this chapter is to examine everyday multilingual peer play interactions through their implications for the development of friendships among immigrant children.

Bringing together linguistic anthropology and conversation analysis as methodological approaches, this chapter explores friendship processes among Moroccan immigrant girls in Spain, specifically by analyzing the structure and composition of one such peer group, as well as their multilingual and multimodal interactions.

The main findings are that the multi-age, mixed-expertise composition of this peer group, as well as the semiotically flexible forms of participation and interaction that it encourages, are conducive to remarkably inclusive groups and strong friendships among a diverse group of Moroccan immigrant girls (including, younger and older girls, girls with disabilities and girls with very different immigration histories). Solid inclusive friendships are cemented in this peer interactional environment first because being able to interchangeably negotiate expert/novice participation roles in game interactions affirms feelings of social competence among all the girls, and second because achieving shared understandings in play entails successfully negotiating rules and expectations, which promotes trust and collaboration, while minimizing conflict. The inclusive nature of these girls’ peer-groups contrasts with the exclusion they encounter in other social settings and relationships.

In this sense, this chapter has important implications for understanding immigrant children’s abilities to respond to forms of social exclusion by forming diverse peer groups and strong friendships of their own. These friendships offer them a path to combat the marginalization they experience in other domains of social life.

This study will show how social investigation requires psychopolitical validity in order to guarantee the efficiency of scientific practices, achieving symmetrical relationships between populations and researchers. We describe a guideline to develop a range of concepts ready to be used in health practices with minorities, according to their culture and needs. We illustrate this framework through a conceptualisation of well‐being for Andalusian Moroccans. Moroccan well‐being is a function of positive valuation of their migratory transition and a pool of positive emotions. The achievement of expectations is related to building up networks, progress in the quality of life and social acknowledgement, and fulfilled efforts are related to the acquisition of competences, progress and the investment required. The main indicators of positive emotion are happiness, consistency and social contribution.

This article intends to explore the Sub-Saharan African students' perceptions on their cross-cultural adaptation to the Moroccan society by probing into their adaptive strategies adopted in order to overcome day-to-day challenges as well as factors impeding their adaptation processes. To this end, three central research questions are advanced: (1) what are the factors that influence Sub-Saharan students' cross-cultural adaptation to the Moroccan society? (2) How do Sub-Saharan students perceive the role of host communication competence, host interpersonal relationship, ethnic proximity, host receptivity and personality type in facilitating or hindering their adaptation? And (3) how do they undergo their cross-cultural adaptation to the Moroccan society?

The main aim of this article is to explore African Sub-Saharan students' perceptions on their adaptation to Moroccan society as well as factors affecting their adaptive experiences. Due to the complex nature of this research, opting for mixed-methods research, the combination of both qualitative and quantitative, would best serve the objective of this study. For this purpose, qualitative methods (interviews) are used to collect non-numerical data about factors that facilitate or hinder the cross-cultural adaptation of Sub-Saharan students in Morocco in the first phase, and then quantitative methods (questionnaires) are used to collect numerical data about their perceptions of their adaptation in the Moroccan society in the second phase.

The results of the present study revealed that a large number of Sub-Saran African students are well adapted to the Moroccan culture, but with discrepant degrees. Their adaptation is mainly influenced by an array of intersected factors. Firstly, the participants showed that the more they were aware of the Moroccan culture and language, the more likely they would be able to function properly and effectively in different social settings. Secondly, it was found that establishing social ties with the host members was perceived as significant for easing their adaptation due to the cultural, emotional and academic support these ties provided. Thirdly, host receptivity was perceived as an important factor that facilitated the students' cross-cultural adaptation. With the case of some participants, host receptivity, however, hindered their adaptation because they were subject to different types of discriminatory and racist behaviours by some Moroccans. Lastly, intercultural personality traits displayed in flexibility, prior cross-cultural move and intercultural empathy were found to contribute to the students' overall functional fitness in the

This is the first research to tackle the issue of Sub-Saharan African students' cultural adaptation in Morocco.

The purpose of this paper is to assess and compare school well-being (SW) and emotional well-being (EW) among Romanian, Moroccan and Spanish youth, to determine the degree of relation between EW and scholar well-being.

The paper employed cross-sectional research with cluster sampling in two primary schools and seven secondary schools. The questionnaire Kidscreen-27 was distributed to a sample of 1,840 Romanian, Moroccan and Spanish students aged between 10 and 19 years old. Data analysis was conducted with the software package SPSS, version 21.

EW shows significant gender (gender gap) and origin inequalities (lower performance for the Moroccan community). However, well-being in school shows positive results for the Moroccan students and women. Moreover, EW and well-being at school are presented as related and co-linear variables with a predictive power over one another.

Understanding cultural expressions in heterogeneous cultures is a very complex task. Despite the cultural adaptation and validation of instruments, the applied surveys could not consider cultural differences.

The paper underlines that gender and origin remain decisive and determinant for adolescent health. However, the school can have positive effects on the well-being of immigrants. The reasons for well-being need to be explored, and it would be useful to develop educative strategies to implement transcultural EW and SW.

It is the first study about SW and EW of immigrants in Spain that explains a better SW in immigrants groups. It is also relevant for applied school intervention to predict the relationship between EW and SW.

Conducts in‐depth interviews with 45 female North African immigrants to France about what they preferred and disliked in each country and about their own cultural behaviours. Cites individuals were concerned at the cold and distant interactions of the French and their relationship to money together with the stress of living in France, and liked the opportunities for employment and education and the greater freedoms for women. Considers the adaptations these women make towards French cultural norm and the specific traditions they actively maintain.

To identify the trajectories of occupational mobility among non-EU immigrant workers in Europe and to test empirical data against neoclassical human capital theory that predicts upward occupational mobility and labor market segmentation theories proposing immigrant confinement to secondary segments.

Data from survey and semi-structured interviews (2,859 and 357, respectively) with immigrants from Brazil, Ukraine, and Morocco in the Netherlands, the United Kingdom, Portugal, and Norway. Multinomial regression analysis to test the likelihood of moving downward, upward, or stability and identify explanatory factors, complemented with qualitative evidence.

We found support for the thesis of segmented labor market theories of limited upward occupational mobility following migration. However, immigrants with longer residence in the destination country have higher chances of upward mobility compared to stability and downward mobility, giving also support for the neoclassical human capital theory. Frail legal status impacts negatively on upward mobility chances and men more often experience upward mobility after migration than women.

Findings reflect the specific situation of immigrants from three origin countries in four destination areas and cannot be taken as representative. In the multinomial regression we cannot distinguish between cohort effects and duration of stay.

Education obtained in the destination country is very important for migrants’ upward occupational mobility, bearing important policy implications with regards to migrants’ integration.

Its focus on trajectories of mobility through migration looking at two important transitions: (1) from last occupation in the origin country to first occupation at destination and (2) from first occupation to current occupation and offers a wide cross-country comparison both in terms of origin and destination countries in Europe.

The purpose of this paper is to investigate the markets in which immigrant entrepreneurs are active and to examine whether these differ between first‐ and second‐generation immigrants.

Information was gathered from 252 in‐depth interviews with first‐ and second‐generation immigrant entrepreneurs in The Netherlands.

The results of this paper show that the second generation are more active in mainstream markets and entrepreneurs move from one market to another by the strategic use of ethnicity.

The more traditional literature on immigrant entrepreneurship gives the impression that immigrant entrepreneurs are mainly active in an ethnic or a middleman market. However, the paper demonstrates that this is no longer the case for second‐generation immigrant entrepreneurs who were born and/or raised in the receiving society. Furthermore, it reveals the dynamic character of immigrant entrepreneurship by examining the first and second generations.

Since the 1970s and 1980s, subsequent waves of so-called ‘new immigration’ have arrived in the United States and Europe. In the United States, this immigration started with the arrival of immigrants and asylum-seekers from Mexico, Central America and Asia. In Europe, the trend began with the influx of Turkish and Moroccan immigrants and continues today with the ongoing refugee crisis. Anti-immigrant politicians on both sides of the Atlantic have adopted exclusionary and often xenophobic rhetoric to further their policies, arguing that these new immigrants and their children cannot assimilate into Western society. A literature review reveals why the classical linear theory of second-generation assimilation is no longer relevant and proposes the contemporary segmented assimilation and comparative integration context theories developed by US and European researchers. A presentation of the findings of two state-of-the-art studies – the CILS project for the United States context and the TIES project for the European context – provides empirical evidence that, despite undeniable obstacles, the new second generation can assimilate into Western education systems and labour markets. Nonetheless, gaps in the existing literature also suggest the need for further research to create a more generalisable theory of second-generation assimilation before appropriate policy measures can be implemented.