Transnational Home Engagement among Latino and Asian Americans: Resources and Motivation

Is immigrant groups’ assimilation to host society at odds with their engagement with the country of ancestral origin? This study divides the concept of assimilation into socioeconomic resources and attachment to host society, and argues that assimilation and transnational perspectives are coexisting paradigms. Analyses using the nationally representative samples of Latino and Asian Americans indicate that higher‐order generations reduce the odds of home country engagement, i.e., frequent return visits; attachment to American society does not discourage return visits; socioeconomic resources increase frequent visits; and the country of origin is a significant predictor of home country visits.     

Metrolingual multitasking and spatial repertoires: ‘Pizza mo two minutes coming’

Drawing on data from two restaurants in Sydney and Tokyo, this paper describes the ways in which linguistic resources, everyday tasks and social space are intertwined in terms of metrolingual multitasking. Rather than the demolinguistic enumeration of mappable multilingualism or the language‐to‐language or language‐to‐person focus of translingualism, metrolingualism focuses on everyday language practices and their relations to urban space. In order to capture the dynamism of the urban linguistic landscape, this paper explores this relationship between metrolingual multitasking – the ways in which linguistic resources, activities and urban space are bound together – and spatial repertoires – the linguistic resources available in a particular place – arguing that a focus on resources, repertoires, space, place and activity helps us understand how multilingualism from below operates in complex urban places.     

Patterns of Participation in Informal Social Activities among Chinese Immigrants in Toronto1

This study addresses two questions. First, among the three major perspectives on integration (i.e., zero‐sum, pluralist, and selective integration) suggested in the literature, which is the dominant pattern of the participation level in informal social activities in the ethnic community and in the wider society among new immigrant groups? Second, how well do the factors suggested by these three perspectives explain these patterns? Based on recently collected data about Chinese immigrants in Toronto, Canada, the analyses suggest that nearly half the respondents claim a low level of social participation. Among those who do participate, the pluralist integration pattern is the dominant pattern of participation in informal social activities among today's Chinese immigrants. Though the analysis shows the consistent effect of human capital resources on the pluralist integration patterns, there is no significant effect of either human capital resources or duration in the country on the zero‐sum and selective patterns. Implications of the results are discussed.     

The Social Consequences of Participating in the Ethnic Economy1

This study examines the effects of working in ethnic economy on social integration of immigrants. The analysis is based on a recently completed survey of the Chinese ethnic economy in Toronto. Our findings show that working in ethnic economies hampers participation in the social activities of the wider society. Results also suggest that those who gave a favorable evaluation of their own group, those who are independent class and family class immigrants have a higher likelihood of participation in social activities in the wider society. However, if those immigrants participate in an ethnic economy, they have significantly less participation in social activities in the wider society. Although previous research has documented that employment in ethnic economy is an “alternative avenue” for immigrants to achieve economic advancement in a new country, our study suggests that the social cost is substantial.     

Current Implementation of and Opinions and Concerns Regarding Suicide Education for Social Work Undergraduate Students in Japan: A Cross-Sectional Study

This study explored the current implementation status of and opinions and concerns regarding suicide education at schools of social work in Japan. We conducted a survey of faculty members who taught at least one of the social work subjects. About half the respondents had given a lecture of some kind on suicide, and more than 80% agreed that suicide is an important topic to include in social work program curricula. However, more than half indicated they did not have enough knowledge or skills to teach students about suicide, and more than 60% were concerned about adverse psychological effects of suicide education on students. Our findings highlight the importance of providing faculty members with guidelines for teaching students about suicide.