Immigrant and Ethnic Families
- Immigration and the family: Research and policy on U.S. immigrants
Author: Booth, A., Crouter, A. C., & Landale, N. S. (Eds.)
Publisher: Lawrence Erlbaum; Hillsdale, NJ
ABSTRACT: This [book deals] with the impact of migration on family relations [and structure] and child [and adolescent] development. It also considers the policies that enhance or impede family links to US institutions. . . . The chapters in this book address questions central to understanding the migrant experience and immigration policy. As long as migration to the US continues to grow, interest in migrant families and immigrant policies will remain very much in the public eye.
- Educating immigrant students: What we need to know to meet the challenges
Author: Preissle, J. & Rong, X.L.
Publisher: Thousand Oaks, CA: Sage
ABSTRACT: The shortcomings and assets of existing knowledge about educating immigrant students and their implications for serving immigrant populations traditionally underserved in U.S. public schools are addressed. How immigration interacts with race, ethnicity, nationality, gender, social class, and residential location is explored through current information on immigrants, the conceptualization of racial and ethnic socialization for immigrant children, and studying the educational experiences of immigrants. The first four chapters are an overview of factors and issues in immigration in the United States. They summarize the most current information on the socioeconomic, demographic, linguistic, and educational characteristics of U.S. immigrant children. The next two chapters examine the racial and ethnic identity reconstruction of immigrant minority children and its implications for their schooling. The following three chapters describe the different groups of people dominating current immigration, discussing groups by areas of geographic origin. Chapter 10 provides a brief review and summary to make recommendations and consider implications for policy and practice. The chapters are titled: (1) 'Immigration and Schooling in the United States'; (2) 'Families and Communities'; (3) 'Overcoming Language Barriers'; (4) 'Educational Attainment'; (5) 'Learning New Cultures'; (6) 'Learning in School'; (7) 'Hispanic Children'; (8) 'Asian Children'; (9) 'Caribbean and African Black Children'; and (10) 'The Future for Immigrant Students.' (Contains 11 tables, 15 figures, and 200 references.)
- International Institute of Minnesota
Organization: International Instititute of Minnesota
Type of Site: organization
Contact: 1694 COMO AVE. , ST. PAUL, MN 55108, (651) 647-0191 FAX (651) 647-9268
ABSTRACT: THE INTERNATIONAL INSTITUTE OF MINNESOTA is an inter-racial, non-political, non-sectarian social service agency founded in 1919 to serve both foreign and native-born. It is affiliated with the US Committee for Refugees and Immigrants (USCRI) and the United Way. The mission of the Institute is to: 1) provide a center for information and assembly for all nationalities and races; 2) develop fellowship and understanding among such persons through group meetings and activities; 3) promote the welfare of our foreign-born population and their families; and 4) preserve and stimulate intercultural values. This site links to the Minnesota Ethnic Resources Directory, published and maintained by the International Institute of Minnesota. The Minnesota Ethnic Resources Directory, first published in January 1993, brought together a diverse array of cultural, social service, educational, artistic, religious, community, and governmental groups throughout the State of Minnesota. To keep the Directory a vital and useful resource, extensive updating and expansion occurred in 1994, 1997, 1999, and 2001.
- Cultural values and intergenerational value discrepancies in immigrant and non-immigrant families
Author: Phinney, J. S., Ong, A., & Madden, T.
Journal: Child Development Volume: 71
ABSTRACT: Explored the generality of developmental processes related to intergenerational value discrepancies across 701 families from immigrant and non-immigrant groups. In this study involving 471 immigrant families (197 Armenian, 103 Vietnamese, and 171 Mexican) and 230 non-immigrant families (95 African American and 135 European American), adolescents and parents reported their endorsement of values pertaining to family obligations. The authors examined similarities and differences at 3 levels of analysis, from the general to the group-specific. Results provide evidence for general developmental processes (family obligations were endorsed more by parents than by adolescents in all groups), processes associated with immigration (the intergenerational value discrepancy generally increased with time in the US), and processes that are unique to each ethnic group.
- The role of language, parents, and peers in ethnic identity among adolescents in immigrant families
Author: Phinney, J. S., Romero, I., Nava, M., & Huang, D.
Journal: Journal of Youth & Adolescence Volume: 30
ABSTRACT: To construct a model of the influences on ethnic identity among adolescents in immigrant families, we surveyed adolescents and their parents from 81 Armenian families, 47 Vietnamese families, and 88 Mexican families. Adolescents completed measures of ethnic language proficiency, in-group peer social interaction, and ethnic identity. Parents completed a measure of support for cultural maintenance. Across all groups, ethnic language proficiency and in-group peer interaction predicted ethnic identity, and parental cultural maintenance predicted adolescent ethnic language proficiency. However, because of differences among the groups, a separate model was required for each ethnic group. The results suggest both common processes and group differences in the factors that influence ethnic identity.