Welcoming America: A Case Study of Municipal Immigrant Integration,Receptivity, and Community Practice

A growing number of leaders in towns and cities across the United States have embraced policies encouraging receptivity and integration of immigrant populations. This article examines this phenomenon and how communities are seeking greater immigrant integration. To do this, we describe immigration federalism and how it influences receptivity. A discussion of the organizational networks that facilitate greater immigrant integration follows. We consider Welcoming America, a nonprofit organization that serves as a convener for dialogue and policy change, as a case study among these larger organizational networks. The article concludes with a broader examination of implications for receptivity and integration in community practice work.     

Tensions that Make a Difference: Institutions,Interests, and the Immigrant Drive1

This article examines the dynamics underlying contemporary South‐North population displacements and the common gaps between public perceptions of the phenomenon and actual realities. I analyze these dynamics and gaps by focusing on the clash between opposing forces at various stages of the migration process. These tensions occur between actors endowed with unequal power, leading to inefficient Nash‐like equilibria where the interests of less powerful participants and those of society‐at‐large in the successful integration of its newest members are not maximized. Matrices of hypothetical payoffs for relevant actors are presented for illustration. Systemic changes that would alter the present situation in the direction of more efficient and stable outcomes are discussed.     

Social Integration in Post‐Multiculturalism: An Analysis of Social Integration Policy in Post‐war Britain

Social integration is one of the most urgent issues in Western countries, where cultural diversity has been recognized to make social unity danger. In the past, social integration used to be tackled by multiculturalism, which was an effort to recognize cultural diversity as a positive aspect of society. However, multiculturalism is losing the moral support of society because multiculturalism itself could not be a social glue among different people; rather it is thought to make society unstable. Thus, a new philosophy and policy is required to manage the issues of social integration in a globalized social environment. In order to create social integration, on one hand, people with different backgrounds need to share the same concept of society. On the other hand, people have to become accustomed to cultural diversity. However, this is not easily accomplished because both measures for social integration seem to be politically contradictory and incompatible. How, and by what reasons, could these two conditions of social integration be satisfied? To answer this question, this paper scrutinizes the changes in social integration policy in post‐war Britain. I divide social integration policy in Britain into three stages focusing on the relationship between social unity and cultural diversity: from after World War II to 1979; Thatcher's and Major's Conservative Governments; and Blair's new Labour Government. The social integration policy and philosophy of the new Labour Government in particular is important because it represents post‐multiculturalism discourse for social integration. The Labour Government tried to establish social integration by introducing an abstract common identity, which both the majority and minority groups could accept and which is compatible with various cultural or religious conventions and teaching, as it were, citizenship and Britishness, as a set of liberal values. Although the Labour Government's policy itself was controversial, it is giving us a reference point for the debate on social integration in a post‐multicultural era.     

Social Disorganization and Parochial Control: Religious Institutions and Their Communities

Set within the framework of social disorganization theory, this article explores the relationship between social disorganization and parochial control. Specifically, this study investigates whether more disorganized communities support fewer religious institutions than less disorganized areas. It also examines the relationship between religious institutions and another type of community association: multi-issue, neighborhood-based organizations. Data are drawn from 1990 Census data, the 1991 Chicago telephone directory and local community organization directories. Findings support the idea that residential mobility and ethnic heterogeneity are negatively related to the prevalence of religious institutions whereas there is a curvilinear relationship between poverty and religious organizations. Finally, a strong relationship between the prevalence of religious institutions and the prevalence of multi-issue organizations is established.     

Conceptions of Immigrant Integration and Racism Among Social Workers in Sweden

Drawing on 22 qualitative interviews with social workers in Sweden, this article analyzes how social workers conceive immigrant integration and racism and tackle racism within their institutions and the wider Swedish society. The majority of the white social workers framed integration in relation to cultural differences and denied or minimized the role of racism in structuring their services and the ethnic relations in Sweden. In contrast, social workers with immigrant backgrounds were less compromising in discussing racism and assumed it as a problem both for themselves as institutional actors and as immigrants in everyday life and institutional settings. Social institutions in Sweden have been important actors in endorsing equality and accommodating differences. However, it is of paramount importance for social justice-minded social workers to identify and unsettle those structures and discourses that enable racist and discriminatory policies and practices against those groups who are not viewed as “core” members of the Swedish society. The absence of anti-racist social work within Swedish social work is primarily related to the idea of color-blind welfare universalism that is assumed to transcend the particularity of the needs, experiences, and perspectives of different groups in Sweden. While integration is envisioned and framed as a political project of inclusion of non-white immigrants, it tends to become a political device through which hierarchies of belonging are constructed. Following such conception of integration, cultural/religious differences and equality are framed as conflicting where cultural conformity underpinned by assimilationist discourses becomes a requirement for political, social, and economic equality.     

Integration policy in Singapore: a transnational inclusion approach

A number of models of integration have been developed to highlight the experiences of immigration and integration in the Western world. However, the existing models do not adequately capture the complexities of contemporary international immigration and integration, especially the integration process in the light of migrant transnationalism in Asia. This study examines the models of integration through a case study of Singapore. This paper introduces a new concept ‘transnational inclusion’ to conceptualize Singapore's initiative to embrace its transnational global Singaporeans as well as its transnational immigrants, estimated to make up one-fourth of the total population. The paper shows that a transnational inclusion model of integration can provide better insights into the dynamics of transnationalism and integration in today's complex migration scenario. We point to Singapore's integration approach that regards integrating migrants into the different spheres of the society as a process rather than an end.     

Social Justice Approach to Community Development

This article presents a case study examining nonprofit board and director roles in the first 5 years of an organization’s life, using 3 organizational change approaches: contingency, life-cycle, and cognitive-interpretive. Data include monthly board meeting minutes and director’s reports for the first 5 years of a nonprofit human service agency’s existence. The article concludes that although all 3 theoretical approaches are productive explanatory frameworks for organizational change, each one, on its own, is incomplete. The findings point to the need for further theoretical synthesis and paradigm elaboration to inform our understanding of nonprofit director and board relationships.     

Assessment of Integration of Disability Content into Social Work Education

ABSTRACT

Three hundred members of the Council on Social Work Education (CSWE) responded to a survey regarding the inclusion of disability content in social work courses and supports needed to increase disability content. Although respondents generally agreed that disability content is important in social work education, its inclusion is inconsistent, with most frequent inclusion in courses on diversity and least frequent inclusion in courses on research. Respondents identified barriers to increasing disability content, including lack of resources for teaching, lack of relevant faculty expertise, and an overcrowded curriculum. Strategies and resources for infusing disability content into social work education are discussed.     

Schizophrenia,Community Integration,and Recovery

Abstract

Rooted in deinstitutionalization policy, the community inclusion required by the Olmstead case, and the grass roots recovery movement, community integration for those who have diagnoses of serious mental illnesses has become an increasingly important policy goal. The purpose of this project was to examine empirical evidence describing experiences with social or community integration for people with psychiatric disabilities, with a particular interest in the schizophrenias. Studies chosen for review all involved direct survey or interview data from people with psychiatric disabilities and examined subjective experiences with social relationships or linked social participation with clinical, functional, or quality of life outcomes. Experiences involving the dynamics of social stigma, the achievement of personal agency, and innovative pathways to satisfying social inclusion are core themes found that are highly relevant for practitioners. Social work, with its ecological perspective, is well suited to address the complexities of conflicting interests and objectives that have arisen in mental health care in the pursuit of community integration. Suggestions for fruitful responses are presented.     

Integration as a sociological concept and national model for immigrants: scope and limits

This article introduces the special issue on the contemporary validity of national models of immigrant integration in Europe. From a historical perspective, we address integration as a sociological concept for the social cohesion of European societies and for the integration of their immigrants; subsequently, we discuss the current ‘crisis’ facing both. We then outline seven country studies in order to compare the differences and similarities of their integration models. Although the importance of national integration has decreased with urban segregation, cultural pluralisation, European integration and globalisation for citizens and immigrants, most of the contributions in this issue show that national models of immigrant integration have not completely failed.     

Elementary Social Studies Content Integration in CCLS: An Analysis of Content Integration

While the primary focus of the Common Core Learning Standards is in improving literacy and math, elements of Social Studies topics and skills are emphasized. Primary source analysis and understanding multiple perspectives are just two examples. This article is grounded in a qualitative analysis of integrated instruction in two elementary classrooms. Through content analysis of curriculum and policy documents, I argue that current policy has made gains in elementary Social Studies instruction, but significantly more work must be done to elevate the subject to a true core content area. Data sources for this study were classroom observations, teacher interviews, and document analysis. Classrooms involved in this study utilized resources, as determined by the classroom teacher, to integrate literacy instruction with Social Studies concepts and skills. The purpose of this study was to identify progress made in recent policy toward practical application of Social Studies instruction. I also identify next steps in increasing and improving elementary Social Studies instruction. This study sought to guide the evolution of policy.     

Immigration,religious diversity and recognition of differences: the Italian way to multiculturalism

Migration entails, among other consequences, the presence of different cultures and religions. Italy, being a latecomer among immigration countries, has had specific difficulties in acknowledging the new cultural and religious pluralism brought by migrations, due to lack of knowledge and reflection in this sphere. In the more recent context of social and cultural change in Europe, Italian society is also going through a phase characterised by reactive identities and cultural conflicts. They are producing a diffused anti-multiculturalist opinion, even though multiculturalist policies have not been openly implemented. Thus, on the one hand, this situation has so far prevented a real recognition of cultural and religious differences, particularly concerning Islam. But on the other hand, positive actions in favour of migrants can also be observed, especially at the local level.     

The Use of Dialogue in Community Organization Practice: Using Theory,Values, and Skills to Guide Group Decision-Making

The ability to engage diverse community participants in group dialogue to resolve differences, establish common ground, identify problems, set goals, and plan actions is an essential part of community organization. However, there are limited resources in the social work literature about how social work skills can best be used to facilitate group dialogue in this context. In this article, the theories and values associated with the use of group dialogue are discussed. The manner in which these skills are applied in community organizing is described. The interpersonal skills needed for facilitating group dialogue in community organization practice are also examined.     

Social Integration and Mental Well-Being Among Jail Inmates

Although social integration has consistently been linked to mental well-being among the general population, this relationship has not been explored for persons confined in total institutions. Jails, in particular, represent unique conditions that have the potential to alter the traditional relationship between social ties and mental health. Although previously unexamined, social ties maintained by jail inmates outside and inside of the institution are commonly presumed to weaken some of the adverse effects of a stressful environment and positively influence mental health. The current study explores the impact of social integration on mental well-being among 198 male and female inmates incarcerated in a large county jail. The impact of marital status, parental status, and social support (both inside and outside of the jail) on various dimensions of mental health was examined. The results indicate that rather than promoting mental well-being, social relationships inside and outside of the institution are associated with higher levels of distress. Specifically, married inmates report higher levels of depression and anxiety, and inmates with close social relationships inside of the jail report higher levels of hostility, although gender differences in these patterns are evident. The results of this study suggest that social integration may play a different role for persons incarcerated in total institutions than among the general population due to the unique conditions of social stigmatization and separation from support networks.     

Inclusive education: an examination of school relationships and student interactions

The aim of this paper is to examine inclusive education in multicultural contexts from an interaction networks perspective. The paper is based on the idea that inclusive education can be better understood by studying how native and non-native students interact, and what kinds of networks they establish in school. To do so, we assume two premises: (a) class-group dynamics can have a socially inclusive impact and (b) the composition of classroom social networks often plays a significant role in educational achievement, especially in classes with students with different cultural backgrounds. Starting from these premises, we firstly discuss the relevance of research and theory on social and personal networks regarding both social inclusion and academic performance. We subsequently review recent literature on ‘social support’ as a factor that is directly related to the inclusion of minority cultural groups in school. We then discuss the importance of the relationships developed among them and their influence on academic performance. School relationships – student networks in and out of school and classroom dynamics – can be developed and shaped in many different ways and across numerous opportunities to enhance educational performance in inclusive multicultural environments.     

Social work education in Spain: evaluation and challenges for a new generation of social workers

ABSTRACT

The European social integration model was built on two main pillars: employment and access to the welfare state. European social work education was mainly oriented to training professionals in order to promote this inclusion through case management and the provision of benefits. This influence was very intense in the curricular content of Spanish social work programs. The new social risks and the European convergence in higher education have promoted curricular changes, but is it enough?. This paper aims to identify the content and limits of current social work education in Spain. To this end, a comparative analysis of social work education in public universities of Spain was performed. This information has been contrasted with professionals, teachers and social work students. The results evidence the gap of these contents with the real professional needs. This paper proposes several alternatives and approaches in new intergenerational methodologies and technological tools to train a new generation of social workers     

Reflecting on Grantee Evaluation Accountability to Funders: Exploring Power Dynamics with Grassroots Organizations in Communities of Color

Grassroots organizations in communities of color often struggle in their relationships with philanthropic partners, especially as it relates to the issue of accountability. This article focuses on exploring the nature of accountability within the social contract between the philanthropic sector and these grassroots organizations. Drawing on a review of the relevant literature and results of 11 structured interviews with leaders from the philanthropic sector and grassroots organizations in communities of color, key themes are identified. Recommendations are offered on how the hierarchy within the sector can be addressed and how the dialogue between these partners can be improved.     

Measures and Their Countermeasures: Reflexivity and Second‐Order Reactivity in Quantifying Immigrant Integration

Sociology is inherently reflexive. It deals with actors who themselves are constantly engaged in sociological reasoning. Concepts from academic sociology are thus prone to enter and affect the very dynamics they describe. The sociology of quantification is particularly attuned to such paradoxical effects of “reactivity,” that is, measurements and categories altering observed realities. The article builds on these insights but extends them by adding one more iteration of reflexivity. Examining administrative integration departments in Germany that have implemented statistical indicators for measuring immigrant incorporation, it attends to a case where bureaucrats are themselves anticipating “reactivity” of the measurements they use. Integration officers fear that integration indicators may inadvertently reify and stigmatize the statistical category of first‐ to third‐generation immigrants, or “persons with a migration background.” Consequently, they engage in various counterstrategies to offset such effects. Most notably, they launch a counter‐campaign against negative connotations of migration background that their own measurements are reinforcing as they frame migration background as an asset for society. The article argues that this is an example of second‐order reactivity, a phenomenon as yet neglected in the literature: Officers alter reality in reaction to an anticipated reactivity of their own integration statistics.     

Elementary ELA/Social Studies Integration: Challenges and Limitations

Adding instructional time and holding teachers accountable for teaching social studies are touted as practical, logical steps toward reforming the age-old tradition of marginalization. This qualitative case study of an urban elementary school, examines how nine teachers and one administrator enacted district reforms that added 45 minutes to the instructional day and implemented a series of formative and summative assessments. Each participant was treated as a particular case and a within-case analysis was used. Through classroom observations, interviews, time journals, and official school documents, I describe underlying perceptions and priorities that were barriers to any positive impact time or testing might have afforded social studies. Findings suggest that scheduled or mandated ELA/social studies integration does not always materialize and there are reasons for this gap.     

Community participation and inclusion: people with disabilities defining their place

Disability‐related public policy currently emphasises reducing the number of people experiencing exclusion from the spaces of the social and economic majority as being the pre‐eminent indicator of inclusion. Twenty‐eight adult, New Zealand vocational service users collaborated in a participatory action research project to develop shared understandings of community participation. Analysis of their narratives suggests that spatial indices of inclusion are quiet in potentially oppressive ways about the ways mainstream settings can be experienced by people with disabilities and quiet too about the alternative, less well sanctioned communities to which people with disabilities have always belonged. Participants identified five key attributes of place as important qualitative antecedents to a sense of community belonging. The potential of these attributes and other self‐authored approaches to inclusion are explored as ways that people with disabilities can support the policy objective of effecting a transformation from disabling to inclusive communities.