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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Classification:Immigrant & Migrant Status [remove];
74 results found.|
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After-school programs in Koreatown, Los Angeles, California An exploration of after school programs in Koreatown in Los Angeles, examining what constitutes a program, why parents send their children, and why children attend these programs |
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California report card: Focus on children in immigrant families A report on California's immigrant children and families exploring family characteristics, employment rates, child care arrangements, and parents' backgrounds |
Other
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The challenges of change: Learning from the child care and early education experiences of immigrant families A study of the child care and early education participation of children of immigrants and barriers to accessing child care and early education services for immigrant families, based on interviews with local leaders, policymakers, child care and early education service providers, and immigrant parents conducted during community site visits |
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The challenges of change: Learning from the child care and early education experiences of immigrant families [Executive summary] A summary of a study of the child care and early education participation of children of immigrants and barriers to accessing child care and early education services for immigrant families, based on interviews with local leaders, policymakers, child care and early education service providers, and immigrant parents conducted during community site visits |
Executive Summary
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The child care arrangements of preschool-age children in immigrant families in the United States A comparison of the use of child care arrangements among immigrant families to non-immigrant families |
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Child care practices and preferences of native- and foreign-born Latina mothers and Euro-American mothers A comparison of the child care practices and preferences of native and foreign-born Latina mothers compared to European-American mothers in southern California |
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Child care through the eyes of parents, children and child care providers: Child care experiences of recent immigrants from African countries Findings from a study of child care experiences and perceptions of seven families from Ethiopia, Nigeria and the Congo who lived in urban neighborhoods in Minneapolis and St. Paul and had arrived in the United States within the past 2-6 years |
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Children in immigrant families: The U.S. and 50 states: National origins, language, and early education An analysis of the proportion, dispersion, national origins, language, and early education of children in the United States with at least one foreign-born parent, based on Census 2000 data |
Fact Sheets & Briefs
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Children of Latino immigrants and out-of-school time programs An overview of the support that out-of-school time programs can offer children of Latino immigrants and strategies to attract and retain their participation |
Fact Sheets & Briefs
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Children's transition to school: Voices of Bangladeshi parents in Sydney, Australia A study of parents' perceptions of their children's transitions to school, their children's school adjustment, and adult stakeholder roles in transitions to school, based on interviews with 10 Bangladeshi immigrant parents with children born in Sydney, Australia |
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Child voice: How immigrant children enlightened their teachers with a camera A qualitative exploration of child-teacher communication in an exercise in which photographs are taken by students, based on observations of 14 foreign-born or first generation 3- through 5-year old preschool children and 6 preschool teachers from a private preschool in an upper-middle class neighborhood in Central Pennsylvania |
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Confirming chanclas: What early childhood teacher educators can learn from immigrant preschool teachers An examination of immigrant children's teachers' perspectives on the use of children's home languages at preschool, based on 11 focus group interviews with 45 teachers that participated in the Children Crossing Borders study |
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Connections and commitments: A Latino-based framework for early childhood educators A presentation providing program design and professional development guidance to early childhood trainers and training institutions interested in building their capacity to respond to the Latino population |
Other
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Contextual influences on children’s mental health and school performance: The moderating effects of family immigrant status A study of the relationship between family immigrant status and children’s mental health and school performance in a nationally representative sample of 13,470 children aged 4 – 11 years, drawn from Cycle 1 of the National Longitudinal Survey of Children and Youth (NLSCY) |
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Contextualizing recognition, absence of recognition, and misrecognition: The case of migrant workers' children in daycares in Israel This paper advances the analysis of multiculturalism by examining multiculturalism in a contextualized manner. To understand multiculturalism and assess its effects on the recognition of migrant children, researchers need to analyse multicultural practices in schools by taking into account the social mirrors resulting from different social and structural conditions, such as national ideologies and the ethos of reception. The analysis of multicultural policies in four different types of daycare centres enrolling migrant workers' children in Israel--community, Catholic, municipal, and those supported by private associations--points to three types of contextualized multicultural models: contextualized misrecognition, contextualized recognition, and de-contextualized recognition. By juxtaposing recognition or misrecognition appearing at the daycare level with legal and ideological social mirrors, multicultural patterns can acquire a different meaning. Municipal daycares with a few migrant children as well as daycares supported by private associations that adopt a 'blind-homogenizing' approach reflect an absence of recognition that is contextualized in the larger society. Community daycares adopting a survival approach, Catholic daycares applying a 'business as usual' approach, and municipal daycares enrolling a large number of migrant children adopting a multicultural approach reflect different degrees of cultural and religious recognition. However, when analysed in the larger local or national context, this recognition results in a decontextualized recognition that suppresses the beneficial character of the multicultural education provided. (author abstract) |
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The day care experience of minority families in Norway A qualitative evaluation of a multi-center half-day program providing cultural integration for young children from immigrant and minority families in Oslo, based on interviews with 45 participating families, 15 staff, and 7 teachers |
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De-academizing early childhood research: Wanderings of a chicana/latina feminist researcher An account and critique of methods used in a study of Mexican immigrant mothers' perceptions regarding early care and education in a mid-size city in North Carolina |
Other
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Demographic change and the life circumstances of immigrant families A discussion of the growing necessity of programs and policies that address the heath and educational needs of a rapidly increasing population of children in immigrant families in the United States |
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The dilemma of cultural responsiveness and professionalization: Listening closer to immigrant teachers who teach children of recent immigrants Background/Context: Many scholars in the fields of teacher education, multicultural education, and bilingual education have argued that children of recent immigrants are best served in classrooms that have teachers who understand the cultural background and the home language of their students. Culturally knowledgeable and responsive teachers are important in early education and care settings that serve children from immigrant families. However, there is little research on immigrant teachers' cultural and professional knowledge or on their political access to curricular/pedagogical decision-making. Focus of Study: This study is part of the larger Children Crossing Borders (CCB) study: a comparative study of what practitioners and parents who are recent immigrants in multiple countries think should happen in early education settings. Here, we present an analysis of the teacher interviews that our team conducted in the United States and compare the perspectives of immigrant teachers with those of their nonimmigrant counterparts, specifically centering on the cultural expertise of immigrant teachers who work within their own immigrant community. Research Design: The research method used in the CCB project is a variation of the multivocal ethnographic research method used in the two Preschool in Three Cultures studies. We made videotapes of typical days in classrooms for 4-year-olds in early childhood education and care (ECEC) settings in five countries (England, France, Germany, Italy, and the United States) and then used these videos as cues for focus group interviews with parents and teachers. Using a coding framework designed by the national CCB team, we coded 30 focus group interviews. The coding framework was designed to facilitate comparisons across countries, cities, and categories of participants (teachers and parents, immigrant and nonimmigrant). Findings/Results: Teachers who are themselves immigrants from the same communities of the children and families they serve seem perfectly positioned to bridge the cultural and linguistic worlds of home and school. However, our study of teachers in five U.S. cities at a number of early childhood settings suggests that teachers who are themselves immigrants often experience a dilemma that prevents them from applying their full expertise to the education and care of children of recent immigrants. Rather than feeling empowered by their bicultural, bilingual knowledge and their connection to multiple communities, many immigrant teachers instead report that they often feel stuck between their pedagogical training and their cultural knowledge. Conclusions/Recommendations: Bicultural, bilingual staff, and especially staff members who are themselves immigrants from the community served by the school, can play an invaluable role in parent-staff dialogues, but only if their knowledge is valued, enacted, and encouraged as an extension of their professional role as early childhood educators. For the teachers, classrooms, and structures in our study, this would require nonimmigrant practitioners to have a willingness to consider other cultural versions of early childhood pedagogy as having merit and to enter into dialogue with immigrant teachers and immigrant communities. (author abstract) |
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Does teacher educational training help the early math skills of English language learners in Head Start? A study of the relationship between the early math skills of immigrant preschoolers and teacher educational levels, certification, and professional training, based on data from a nationally representative dataset |
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Do preschool teachers perceive young children from immigrant families differently? A study of the perceptions of 18 Israeli preschool teachers regarding the different mentalities and learning styles of mainstream Israeli and Ethiopian immigrant children |
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Double disadvantage or signs of resilience?: The elementary school contexts of children from Mexican immigrant families A study of the relationship between elementary school experiences of children born to Mexican immigrant families and students’ later success in school and in life, based on data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) |
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Early care and education for children in immigrant families An analysis of the extent to which children in immigrant families participate in early care and education settings, the quality of those experiences, the potential benefits from program participation, and barriers to participation, based on a review of the literature and analyses of national data |
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Early child care and the school readiness of children from Mexican immigrant families An investigation of how early child care experiences affect the school readiness of preschool children from Mexican immigrant families and a comparison of how these experiences compare with the early child care experiences of children from other race/ethnic backgrounds, using nationally representative data from a longitudinal study |
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Early childhood interventions in culturally diverse societies: Three metaphors in the making A discussion of changes to early childhood interventions and policies related to the integration of children of immigrants in Israeli society, and a discussion of their reflection of a societal paradigm shift from a melting pot culture to a diverse pluralistic culture |
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