Latino/a immigrant parents’ educational aspirations for their children

This study explores Latino/a parents’ educational aspirations and parents’ perspectives on supporting educational attainment as a way to better understand the connection between high educational aspirations among Latino/a parents and hindrances to Latino/a youth educational attainment. Data from focus group interviews with immigrant Latino/a parents suggest that parents’ high educational aspirations are shaped by their lived experiences of their own educational and occupational struggles, their immigrant status, and perceptions of opportunity in the United States. In turn, parents’ perspectives on supporting educational attainment are focused on education in the home and guiding their children to overcome inevitable obstacles. This study contributes to current research by expanding sociological theory related to the status attainment process for Latino/as as well as incorporating parents’ perspectives into the broader body of knowledge about how parents support their children’s attainment.     

‘I want them better than me’: Pedagogical strategies employed by four immigrant parents in the face of perceived forms of exclusion by school authorities

In Australia, students from Chinese and Arabic language backgrounds form the largest minority language groups in the New South Wales (NSW) public school system. Yet the mainstream academic performance of students from these two communities show marked differences in their levels of attainment. This article explores the home literacy practices of two immigrant families – one from a Chinese background and the other of Lebanese heritage – in order to obtain insights into how parents support their children in the acquisition of mainstream literacies. It documents parents’ perceptions of their interactions with school authorities in relation to their children’s educational needs. Findings indicate that despite a plethora of inclusive policies adopted by the children’s schools, the families in our study perceived school authorities as exclusionary in their practices. The article chronicles the sense of powerlessness and alienation experienced by both families when confronted with the rigidity of a school system they neither knew nor understood. Despite the similarities in their experiences, the Chinese family succeeded in the acquisition of mainstream literacies while the Lebanese family continues to struggle with the demands of the school curriculum. We present the contrasting solutions adopted by the two families to meet the educational needs of their children and indicate how their culturally derived responses go part way in explaining the different levels of school achievement experienced by the two families.     

Youth sport and community segregation: a study of kids’ participation in Australian rules football and soccer clubs in an Australian community

ABSTRACT

This research addresses the appeal for more empirical-based research on exclusionary practices in local community sport that often go unchallenged within dominant discourses. By examining how organised community sport clubs can uphold systemic segregation of various ethnic, racial, linguistic, religious and socioeconomic groups, this study also draws attention to the importance of research on race, ethnicity, and education in primary school age children; a population group often ignored in both racism studies and studies of sport. Using interview and focus group data from school principals and students (aged 9–12), including students from refugee and asylum seeker migrant backgrounds, collected over 3 years from two schools in the same multicultural community in Melbourne, Australia, this paper challenges the depiction of sport as an uncontested inclusive space in national and educational discourse, and instead demonstrates the continued existence of exclusion through systemically mediated segregation in organised community youth sport.     

Examining educational inequalities in two national systems: a comparison of the North African second generation in France and the Mexican second generation in the United States

This paper aims to compare the educational outcomes of children of immigrants in France and in the United States to highlight the ethnic educational inequalities in both countries. The comparison focuses on children from two groups: North Africans in France and Mexicans in the United States. By using two longitudinal datasets, the French Educational Panel Survey and Add Health, we examine aspirations, expectations, and secondary attainment in the two contexts. We explore in particular the role of parental education on attainment. Immigrant families have high educational aspirations in both contexts. North-African families express higher aspirations than native French with similar background, while there are no significant differences between second-generation Mexicans and the majority group net of parental education. Second-generation children are disadvantaged in school in both countries; they are more likely to drop out and less likely to graduate from high school, but most of the disadvantage is related to their social background. Net of social background, the Mexican second generation does not differ from the majority group while the North African second generation is more likely to get the French high school diploma than their peers of French origins, in line with their high aspirations. However, North Africans are more likely to receive the technological baccalauréat than the general baccalauréat.     

Finding education: Stories of how young former refugees constituted strategic identities in order to access school

Educators in resettlement countries are grappling with ways to adequately engage and meet the needs of newly arrived refugee students. In this article we argue that to fully meet the needs of refugee students a deeper understanding of their educational experience as ‘a refugee’ prior to resettlement is vital. In particular we foreground the stories of three young former refugees and explore the ways in which they actively constructed new identities in order to access school in their host countries, prior to resettlement. This article discusses how the negative discursive positioning of ‘the refugee’ in the world today has limited the resources and access to education for young refugees. It concludes by arguing that as these students move into education in Australia there is a danger to quickly relabel young former refugees with deficit terms rather than opening up a discourse to include the intricate complexities of each refugee experience.     

An analysis of Jordan's 2013 policy regarding Iraqi refugees

The Iraqi refugee population in Jordan has become a sustained humanitarian emergency, and Jordan must take new action to respond. The inability of Jordan to address the needs of Iraqi refugees causes not only the suffering of those refugees, but also that of the larger native populations, as needy Iraqis depend upon Jordan's already strained resources. In addition, non-governmental organizations cannot keep up with Iraqi refugee needs due to funding restrictions. Moreover, the UNHCR and other aid agencies may not be suited to performing the task of addressing the Iraqi refugee crisis as a majority of this response relates to humanitarian aid, not addressing the political roots of the problem. There are also fundamental statistical issues relating to Iraqi refugees in Jordan. Numerical discrepancies and political connections make it difficult to determine whether the currently purported number of 450,000 Iraqi refugees in Jordan is accurate. The clear benefits Jordan receives from aid might give rise to suspicions of inflated reported numbers of Iraqi refugees. Also, reports make contrary claims about the average social level of Iraqi refugees, making it difficult to determine what type of aid is needed. Jordan should alter internal policy regarding Iraqi refugees to initiate a political solution for the crisis. It must also carry out up-to-date surveys of the numbers and needs of Iraqi refugees to address the significant gaps in current data, and additionally should push for increased social integration of Iraqis within society.     

‘Colour-evasiveness’ and racism without race: the disablement of asylum-seeking children at the edge of fortress Europe

This article explores discriminatory discourses articulated by Italian professionals operating in educational, health and social services for refugees in Rome, in relation to the educational and social inclusion of unaccompanied asylum-seeking and refugee children. It locates such narratives within the historical ‘concealment and invisibilisation of race and racism’ that have characterised Italy particularly since the end of the Second World War, while showing how they legitimate contemporary processes of disablement and over-representation of forced migrant children in the category of Special Educational Needs. A theoretical framework influenced by Dis/ability Critical Race Studies, Italian postcolonial studies, and Judith Butler’s notions of subjectivation and performative politics is used to discuss how a ‘colour-evasive’ racial ideology has seeped into various institutions in Italian society, and importantly into education policies and practices.     

Multi-level governance and migration politics in the Arab world: the case of Syria’s displacement

ABSTRACT

In the context of Syria’s displacement, supranational ‘migration governors’ in the Arab region have sought – in different forms and capacities – to devise initiatives for responsibility sharing and to reinforce the capacity of Syria’s Arab neighbours to deal with refugee inflows. While the case of Syria’s displacement has witnessed the proliferation of collaborative networks, institutional complexity has yielded low effectiveness for the governance of such large-scale displacement in Syria’s neighbourhood. Supranational bodies have formulated dissonant frameworks and agendas. In the context of securitised responses to displacement, the discourse has not reflected the realities of refugee assistance and protection. Multi-level policy frameworks need to be embedded in the region’s geopolitical field of migration governance and refugee protection. While colliding policy arenas are to be grounded within the region’s historical trajectory of migration politics, an understanding of their effects requires gaining an insight into how they have interacted with the various refugee-hosting Arab states, influenced their refugee discourse, and impacted the issue of refugee assistance and protection on the ground.     

Explaining the refugee gap: a longitudinal study on labour market participation of refugees in the Netherlands

In this paper, we examine the existence and development of the ‘refugee gap’: the difference in labour market participation rates between refugees and other types of migrants. Using the cumulative disadvantage hypothesis, we studied whether the ‘refugee entry effect’ scars refugees for their working careers in the Netherlands. To do so, we used register data (Social Statistical Database), containing information on all refugees who received refugee status in the Netherlands between 1995 and 1999 (N?=?33,030). We compared their labour market participation over the 2000–2011 period with that of labour and family migrants in the same cohort (N?=?78,298). We conclude that the ‘refugee gap’ exists at the start of refugees working career in the Netherlands and that it diminishes over time.     

The struggle of autonomy and authenticity: framing the savage refugee

James Hathaway has described refugee law as ‘fundamentally oriented to the promotion of autonomy’. Borrowed from the Kantian roots of liberal rights theory, this theme has come to the fore as refugee advocates decry increasingly draconian experiments in deflection and deterrence. But what exactly does it mean for a refugee to exercise autonomy? And how is it connected to that other popular refrain – that those who arrive irregularly by boat in Australia, despite high recognition rates, are not ‘genuine’ refugees? By examining the assumptions underpinning autonomy as a contemporary political value, and working within the theoretical construct that identifies a state's ‘recognition’ of autonomy with authenticity, this article explores tensions within both public discourse on refugees and the discipline of refugee law itself. It considers how and why the refugee exercising ‘authentic’ moral agency by boarding a boat is depicted not just as a threat, but as inherently irrational (and thus not ‘authentically’ autonomous) and less ‘genuine’ (and thus virtuous) than the ‘passive’ refugee languishing in a camp overseas, awaiting ‘our’ redemptive touch. Finally, it asks whether refugee law similarly suffers from the contradictory moral promise of human rights law which places autonomy at its heart while in practice requiring that humanity be split between victim, savage and redeemer.     

Syrian refugees in Turkey: pathways to precarity,differential inclusion,and negotiated citizenship rights

This article addresses the question of how to understand the relation among precarity, differential inclusion, and citizenship status with regard to Syrian refugees in Turkey. Turkey has become host to over 2.7 million Syrian refugees who live in government-run refugee camps and urban centres. Drawing on critical citizenship and migration studies literature, the paper emphasises the Turkish government’s central legal and policy frameworks that provide Syrians with some citizenship rights while simultaneously regulating their status and situating them in a position of limbo. Syrians are not only making claims to citizenship rights but they are also negotiating their access to social services, humanitarian assistance, and employment in different ways. The analysis stresses that Syrian refugees in Turkey continue to be part of the multiple pathways to precarity, differential inclusion, and negotiated citizenship rights.     

Occupational aspirations and ethnic school segregation: social contagion effects among native German and immigrant youths

In this study, I broaden the perspective on young immigrants’ aspirations by looking at their social embeddedness in the host society in terms of their institutionally predefined ties to school peers. In particular, I investigate the relationship between the aspirations of immigrant and native youths with special regard to the social mechanisms that may underlie peer influences. My analyses are based on multilevel data on ninth graders from the German National Educational Panel Study. The results show that a high ratio of immigrants in schools positively influences the aspirations of both immigrant and native German youths by way of school climate. However, the same context has different effects on different groups of origin. For those of Turkish descent, ‘ethnic schools’ are of twofold significance: first, the aspiration gap between Turks and native Germans decreases with increasing segregation, an effect that may be attributable to less perceived discriminatory experiences in school. Second, Turkish young people's stronger adaptation to the climate in ethnically segregated schools reinforces the protective effect of ethnic segregation and, additionally, lowers the aspirations of these youths. That is, immigrants’ stronger orientation towards their in-group seems to contribute to a buffer against discrimination.     

Trading numbers vs. rights? Accounting for liberal and restrictive dynamics in the evolution of asylum and refugee policies

ABSTRACT

The recent evolution of asylum and refugee policies in developed countries has been characterised by two apparently contradictory dynamics. Efforts to limit the number of asylum applicants have coincided with the strengthening of rights for asylum seekers and refugees inside existing protection systems. The ‘numbers vs. rights’ model seeks to explain such counter-veiling trends as a trade-off, as the result of attempts to manage costs within given budget constraints. The model suggests that high numbers of migrants will tend to go hand in hand with attempts to restrict their rights, while low numbers will typically be associated with more rights. This paper provides a critical analysis of the model when applied to asylum and refugee policies and examines its explanatory purchase through the analysis of longitudinal data on visa and asylum statistics. We argue that while the model provides an interesting framework through which to analyse executive decisions in this field, it underestimates the opportunities and constraints provided by the institutional context in which policy choices are made. We argue that ‘over-time’ variation in the influence of non-majoritarian institutions (in Europe, increasingly those operating at the EU level) provide a more compelling account of the dynamics of asylum and refugee policies over time than the political economy predictions of a ‘number vs. rights’ trade-off.     

欧洲右翼政党兴起与难民政策的关系探究

本文以欧盟11个国家的18个右翼政党及26个极右翼政党难民政策为样本,考察难民政策在欧洲右翼政党竞选中所发挥的作用,以期为近年欧洲右翼政党群体性崛起提供解释。由于难民涌入增加了欧洲社会负担和不安全感,主流政党处理难民问题态度消极,难民融入政策效果有限。通过强调紧缩的难民政策,右翼政党充分调动了民众不满情绪影响选举结果。经分析可知,难民政策对右翼政党选票的增加具有重要影响。     

Survival and integration: Kachin social networks and refugee management regimes in Kuala Lumpur and Los Angeles

How do refugees establish social networks and mobilise social capital in different contexts throughout a multi-stage migration process? Migrant social network literature explains how migrants accumulate social capital and mobilise resources in and between origin and destination but provides limited answers regarding how these processes unfold during refugee migrations involving protracted stays in intermediate locations and direct interaction with state agents. Drawing from ethnographic fieldwork with Kachin refugees in Kuala Lumpur and Los Angeles, I address these gaps by comparing refugee social networks in two sites of a migration process. Distinguishing between networks of survival and networks of integration, I argue that differences in their form and functions stem from their interactions with local refugee management regimes, which are shaped by broader state regulatory contexts. In both locations, these networks and regimes feed off each other to manage the refugee migration process, with key roles played by hybrid institutions rooted in grassroots adaptation efforts yet linked to formal resettlement mechanisms. Considering the refugee migration process as a whole, I show that Kachin refugees demonstrate their possession of social capital gained during the informal social process of migration to advance through institutionalised political processes of resettlement in each context.     

Angered: Black and non-Black girls of color at the intersections of violence and school discipline in the United States

While most research examining school discipline policies have focused on the experiences of boys of color, this article explores the relationship between violence and school discipline as they shape the lives of girls of color and their disciplinary records. Using in-depth interviews, this article re-narrates the experiences of Black and non-Black girls of color who have discipline records to explore their experiences. The author found that in addition to being subject to multiple, intersecting forms of violence outside of school, girls of color – particularly Black girls – are also subject to schools as sites of control that elicit their anger and resistance. This author contends that faculty should establish new ways of understanding Black and non-Black girls of color by accounting for the ways that intersectional violence shapes the girls’ lives and supports their ‘anger’, agency and resistance to violence.     

The myth of transit: the making of a life by asylum seekers and refugees in Indonesia

An increasing number of migrants are living in a state of indefinite ‘transit’. In this paper, we report on interviews conducted in 2009 with 59 refugees and asylum seekers in Indonesia and describe how these individuals make a life despite their circumstances. While all participants were deeply affected by their position of uncertainty and insecurity, most sought to transcend these conditions and pursue significant life projects such as getting married, having children, becoming part of the local community, and working towards a better future. The current conceptualisation of transit as life in limbo does not wholly account for such permanent, life-changing experiences. We analyse the reasons why the use of the term ‘transit’ persists in international policy settings despite its incongruities, arguing that its ongoing political valence overrides its conceptual flaws.     

New label no progress: institutional racism and the persistent segregation of Romani students in the Czech Republic

Abstract

The over-representation of Romani children in special schools in the Czech Republic is well documented and widely condemned. In 2007 the European Court of Human Rights (ECtHR) found the state guilty of discrimination against Romani children on the basis of disproportionate placement of children in remedial special schools. In 2015 high numbers of Romani children are still being misdiagnosed with special educational needs (SEN) and offered a limited and inappropriate education. This article explores the challenges which continue to hamper their successful inclusion in the Czech education system. Using critical race theory (CRT) as a lens to examine the Czech case, problems with the current policy trajectory are identified. The article shows that institutional racism persists in the Czech Republic, shaping attitudes and practices at all levels. Policymakers demonstrate little recognition of ingrained educational inequalities and Roma continue to be widely perceived as ‘others’ who must learn to adapt to Czech ways rather than as citizens who are entitled to services on their own terms.     

Denying systemic inequality in segregated Chilean schools: race-neutral discourses among administrative and teaching staff

This article addresses the educational context in which ethnically segregated high poverty schools operate in Chile, and the ways that inequalities within these establishments are understood by members of their administrative and teaching staff. In particular we draw attention to the unwillingness of the majority of these employees to name or recognize specific forms of institutional inequality. Following critical pedagogy literature we argue that the Chilean education system reproduces a fear of talk among teachers working in areas with high density indigenous populations, which obscures unequal social structures and opportunities for specific (class, gender, ethnic) groups in school contexts. Based on data from 12 interviews with school staff and observations from four schools in southern Chile, we analyze how intersecting inequality is discursively reduced by predominantly white teachers to individual deficit, de-politicized geographical problems of access to schooling, and the normalizing of low achievement across schools with students from similar backgrounds.     

“I am here for a reason”: minority teachers bridging many divides in urban education

Minority teachers are overwhelmingly employed in urban schools in underserved, low-income communities with large minority student populations. They receive little in the way of multicultural preparation, mentorship, and professional induction to meet the demands of teaching diverse student populations. This grounded theory study explores the experiences of novice teachers from various minority backgrounds working in urban classrooms. A tentative grounded theory, ‘I am here for a reason’ emerged, suggesting that minority teachers rely on their personal backgrounds and experiences to help them take an insider’s perspective with minority students in light of poor multicultural preparation and limited support in schools. The shared cultural perspective with students enables teachers to connect with and advocate for students, which represents both a strength and challenge for minority teachers. Finally, minority teachers are motivated by a strong desire for social justice as they work to bridge many divides, and are intentional in their work despite facing significant obstacles in training and teaching.