Search results

The purpose of this paper is to explore health from the perspective of young immigrants in Sweden.

A total of 25 newly arrived young immigrants attending Swedish language classes in northern Sweden participated by drawing and writing open letters. They continued the open-ended sentence “Now I’ll draw and describe a day when I was feeling good, that was […].”

The phenomenological analysis resulted in three themes: longing to be in control for a better life, searching for power in the good and the bad, and striving for a sense of belonging in the new society. The findings illuminate young immigrants’ perspectives of a health-promoting everyday life consisting of agency, reflection and a sense of community. The findings also highlight the young immigrants’ experiences when health-promoting aspects are lacking, characterized by disillusionment, anxiety and loneliness. The findings are discussed with health promotion, health literacy and young immigrants in mind.

According to young immigrants, meeting basic needs such as food, sleep and housing is health promoting but easily taken for granted. Being able to have a say in matters concerning everyday life, social inclusion and finding power in memories – positive and negative – can promote health in young immigrants.

The young immigrants were able to communicate via drawings and words to overcome language barriers.

Purpose – Prior research suggests that high school experiences shape young adult political behaviors, particularly among immigrant youth. The U.S. social studies classroom, focused on democratic citizenship education, proves an interesting socializing institution.Methods – Through qualitative inquiry, we interviewed Latino immigrant young adults and their former teachers regarding their high school social studies experiences and evolving political and civic engagement.Findings – Armed with experience bridging the worlds of the school and home, immigrant students respond and relate to the content and pedagogy of the social studies classroom in such a way that they (1) participate in civic discourse and (2) nurture a disposition toward leadership through teachers’ civic expectations of them and instructional emphasis on critical thinking skills.Social implications – The ability to engage in civic discourse and a disposition toward leadership are both necessary to foster America's democratic ideals, and to take on leadership roles during adulthood. With focused effort on the unique perspective of immigrant youth, high school social studies teachers can nurture in these students the ability to become leaders in young adulthood, broadening the potential leadership pool.Originality – This study highlights how the social studies curriculum may be particularly salient to Latino immigrant youth as they transition from adolescence to young adulthood and develop their political and civic identities.

School is an institution that provides an opportunity to improve children’s equity and wellbeing and to bridge the potential disadvantage related to ethnic- or language-minority backgrounds. Information sharing between immigrant homes and school can enhance school achievement, support positive identity formation and provide early support when needed. In this paper, the perspectives of immigrant parents, school welfare personnel and school-going adolescents are analysed in order to understand how they see their respective roles in information flows between home and school. The paper aims to discuss these issues.

The data consist of qualitative group and individual interviews of 34 representatives of school personnel, 13 immigrant parents and 81 young people who have experienced immigration, in the metropolitan area of Helsinki, Finland.

Despite general goodwill, school personnel may fail to secure the flow of information. Due to structural power imbalance, school personnel are often incapable of engaging the parents in dialogical discourse. Young people of immigrant background in turn try to manipulate the information flow in order to protect their family and ethnic group and to cope with pressures from parents. The patterns of information flows in school as a social field reproduce immigrant homes as subaltern. Adolescents act in a strategically important juncture of information flows between immigrant home and school, which indicates that home-school interaction is actually a triad.

Awareness building among school personnel is vital for equity and wellbeing of children of immigrant families.

This triangulated analysis of patterned information flows in school as a social field provides a fresh perspective to those working with children of immigrant families.

The purpose of this paper is to explore how various factors, particularly ones associated with ability to assimilate to a new country such as social capital and human capital, may affect the happiness of immigrants in different age groups.

The study utilizes the New Immigrant Survey 2003, which is a nationally representative survey of immigrants who became permanent US residents, to produce four separate ordered logit regressions, each for a different age group, 18-34, 35-49, 50-59, and 60 and older.

The empirical results indicate that employment is important to happiness among young immigrants (age 18-34). For middle-aged immigrants happiness is strongly related to family life (i.e. being married, having children), human capital, and wealth. For older immigrants (age 60 and over) happiness is significantly linked to social capital (i.e. involvement in religious institutions, communication ties to friends and family).

Understanding factors associated with the happiness of immigrants can help communities to undertake appropriate support and services for different age groups.

The study differentiates what contributes to the happiness of immigrants in different age groups. Most studies only include a binary categorical variable for age groups and do not employ a fully differentiated analysis for age. The study also explores how social capital relates to happiness. Studies of happiness among immigrants mostly omit any role of social capital variable.

This paper examines how changes in immigration policy levers actually affect the skill characteristics of immigrant arrivals using a unique Canadian immigrant landings database. The paper identifies some hypotheses on the possible effects on immigrant skill characteristics of the total immigration rate, the point system weights and immigrant class weights. The “skill” characteristics examined are level of education, age, and fluency in either English or French. Regressions are used to test the hypotheses from Canadian landings data for 1980–2001. It is found that (i) the larger the inflow rate of immigrants the lower the average skill level of the arrivals, (ii) increasing the proportion of skill-evaluated immigrants raises average skill levels, and (iii) increasing point system weights on a specific skill dimension indeed has the intended effect of raising average skill levels in this dimension among arriving principal applicants.

The focus of this chapter is on the experience of safety by Dutch seniors in a multicultural neighbourhood and how this is shaped by their labelling of immigrant men in public space. I describe how meaning is given to immigrants in general, and more specifically, to immigrant men who hang around in public places. This research is based on ongoing interactions with 30 senior citizens (above 60 years of age) over a period of two years and shows that regular and fleeting interethnic contact has major but opposing influences on how the presence of ethnic men in public space is perceived. Those who have prolonged interethnic contact over years tend to normalize the behaviour of ‘immigrant men hanging around’; those who do not have these contacts tend to use the populist rhetoric in media and politics to criminalize this behaviour.

One of the most important changes in the past few decades influencing the way in which early childhood is experienced in European countries is the dramatic increase of mothers with young children who are also active in the paid labour force. The Dutch case is exemplary of this change. Dutch women's labour force participation increased from internationally the lowest rate for married women at 7.3% in 1960, to 32.8% in 1987 and to 58.7% in 2005. The latter was above the average participation rate in the European Union (15 countries) (Statistics Netherlands, CBS, 2006). In addition, the proportion of employed mothers with children below the age of 6 more than doubled in less than a decade: from 26% in 1988 to 57% in 1996 (OSA, 1997).¹ In 2003, 90% of women in the Netherlands remained in the labour force after giving birth to their first child, although they worked fewer hours (Statistics Netherlands, CBS, 2006). Children who are born in the Netherlands nowadays, therefore, generally have a mother working in the labour market, who has to organise her time around the triple needs of care, income and professional demands. This substantial change from the situation still prevalent in the mid-eighties, is somewhat counter-balanced by changes in fathers’ behaviour following the birth of a child. While in most European countries fathers increase their labour force participation when they have a child (see e.g. Plantenga & Siegel, 2004), an increasing proportion of Dutch fathers on the contrary reduces it. 10% of first-time fathers reduced their working hours when their child was born in 1997, 13% did so in 2003 (Statistics Netherlands, CBS, 2006).²

Purchasing a home is the largest expenditure many people will make during their lifetime, as well as their greatest source of wealth. There is a homeownership gap between natives and immigrants well documented in the literature. I examine the determinants of homeownership, the value of purchased homes (a measure of potential housing wealth), and the equity owned for those who have purchased a home (a measure of actual housing wealth) for immigrants and natives. When immigrants are separated by citizenship status the homeownership gap between natives and immigrants is shown to be a gap between natives and non-citizen immigrants. Immigrant citizens have ownership outcomes as good or better than natives. Further, the gap reflects a problem in ownership, brought about by age and income distributional differences, not in value or equity for homeowners. All immigrants are predicted to have higher home value and home equity than natives.

With a departure point in the Schutzian concept of “The stranger”, the aim of the article is to examine the usefulness of the concept as a tool for understanding information seeking practices from an outsider perspective in the context of leaving school and planning to apply to a university programme in Sweden.

The paper draws on the phenomenological sociology of Schutz together with narrative theory. In this study stories of information seeking gathered in interviews are related to a discourse of nationality and analysed using the concept of cognitive authority together with the concept of the stranger.

The findings reveal the effort required for young people with roots in other countries or from non‐academic homes to connect and interact with potentially valuable sources of information and that the concept of the stranger can be employed to render visible implicit dimensions of information seeking.

The article is based on an in‐depth study of the information seeking activities of one young person in a specific national, political and cultural context. It is particular and personal but at the same time can be related to wider issues in contemporary society through narrative analysis. The stories of information seeking taken up exemplify the social nature of barriers of access to information and may be of help in the planning of research projects on a larger scale.

In a time when a discourse of nationality is pervasive and integration policies are under question in Europe this study provides insight into the individual experience from the perspective of library and information science.

In this chapter, we explore a form of young people’s activism taking place in a central societal institution and a central forum in the lives of young people – school – that we conceptualise as ‘active equity’. We present three cases from northern Finland: reindeer herders smashing potatoes, immigrant youth requesting a key and young people lying on sofas during breaks between lessons. We suggest that these acts, in the contexts in which they took place, were an unrecognised form of social action for equity undertaken by young people. We argue that the concept of active equity helps examine the assertion of rights and claims for justice by children and young people. In each case we present, young people make visible an inequity in their contexts: the reindeer herding way of life was overlooked in school, asylum-seeking or refugee immigrants were excluded from the main school building, and non-high-performing young people were excluded from comfortable areas during lessons. These, in turn, linked to broader societal inequities in Finland, a country commonly known for its equality. In school, young people are commonly viewed through intersecting discourses of democracy and education. In both discourses, they are commonly positioned as learners rather than speakers. Through active equity, young people subtly imprint themselves on the scene of education in new ways. For this reason, their acts of active equity remain typically either unrecognised or seen as oppositional in school.