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En fot i hver leir innvandrerungdoms hverdag

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Title: En fot i hver leir innvandrerungdoms hverdag


1
En fot i hver leir innvandrerungdoms hverdag
  • David L. Sam
  • Faculty of Psychology (Center for International
    Health)
  • University of Bergen, Norway

2
Outline
  • Why focus on immigrant youth
  • Living between two cultures
  • Everyday realities of immigrant youth
  • Theoretical perspectives
  • Empirical findings
  • Conclusions
  • Concluding comments

3
Why focus on immigrant youth
  • Immigrant children and youth constitute an
    important part of the population of many western
    societies
  • the fastest growing sector of the population in
    many western countries
  • From demographic and economic points of view
  • the future of society lies in the hands of the
    youth
  • the children of today will be the leaders,
    workers and parents of tomorrow.

4
Living between two cultures
  • The two cultures are the norms, values and
    customs immigrant parents promote on the one
    hand, and those promoted by the society of
    settlement on the other hand.
  • The two cultures seen as opposing each other
    cultures in conflict.
  • The conflict the respective cultures of the
    immigrants old and new societies clash in their
    desire to achieve among their members an optimum
    measure of cultural integrity.

5
Living between two cultures
  • During socialization it is expected that the two
    major socialization agents (parents and society)
    cooperate and compliment each other.
  • Parents of non-immigrant children are often seen
    to support the values of the society of
    settlement, and the society confirms the parents
    exhortations with respect to socialization.

6
Living between two cultures
  • Immigrant parents (a) look down on the values and
    norms of the society of settlement, and (b) the
    society of settlement rejects the immigrant
    parents values and culture as a whole.
  • In the face of rejecting and belittling of each
    others culture, immigrant children find
    themselves impelled to make choice between the
    two cultures during their acculturation.
  • Leading to a psychosocial milieu that may not be
    conducive to healthy child development.

7
Why focus on immigrant youth
  • The welfare of children has important
    ramifications for societies, and every effort
    needs to be made to ensure their successful
    ascension to these adult roles.
  • Ageing and shrinking working-age native
    population and of skill and labor shortages,
  • the participation of immigrants in the labor
    force will become increasingly important

8
Why focus on immigrant youth
  • Immigrant children and youth may be at a
    disadvantage in receiving social services aimed
    at ensuring their development and this role
    ascension.
  • May be discriminated against because of their
    ethnicity and immigrant status
  • Ethnic discrimination is known to affect
    integration, and adaptation

9
Questions
  • Are immigrant youth worse off? The double
    jeopardy question
  • vulnerable to the adaptation problems of
    acculturation.
  • result of their socio-demographic and
    psychosocial situations

10
Double jeopardy
  • double jeopardy with respect to acculturation.
  • risks all individuals undergoing acculturation
    are exposed to (i.e., the first jeopardy),
  • children may face added risks (a second jeopardy)
    because of interaction between their psychosocial
    situation (e.g., being under the influence of
    their parents), and their age and developmental
    phase (e.g., having to deal with identity issues)

11
Iidentity development
  • Transition from childhood to adulthood, young
    people make important decisions about who they
    are and who they hope to be in the future ?
    Identity
  • Addition to developing identity like all
    adolescents, immigrant adolescents have to
    develop an identity as a member of their own
    group and, to varying degrees, as a member of the
    larger society
  • The extent to which they develop a preference for
    either the ethnic or national group or combine
    them into a bicultural identity has implications
    for their adaptation

12
Identity development
  • A secure identity is central to dealing with the
    differing demands of their multicultural context
    and subsequent adaptation.
  • Development affected by contextual factors
  • Parents provide the basic foundation for identity
    development for their children,
  • the parents may not be in the best position to
    provide the most conducive milieu for this
    development.

13
Identity development
  • Parents may have their own acculturation
    experiences to deal with, and may be less in
    touch with what is required to adapt into a new
    society, let alone how to assist their children
    in this process.
  • Moreover, families immigrate to a new country in
    order to provide better future for their
    children.
  • May be overworked, and have very little or
    limited time for the development of their
    children.

14
Acculturation/Developmental gap
  • In all cultures parents socialize their children
    into the values and practices of their society
  • Immigrant parents bring with them the values and
    practices of their culture, and strive to
    preserve them in the new environment
  • In most cases, the values they hold are different
    from those of the society of settlement

15
Acculturation/Developmental gap
  • In western societies, independent family values
    predominate, in contrast to family values of
    interdependence in non-western societies
  • Immigrant children and youth are socialized in
    both family values, because of schooling
  • This difference in exposure, may result in
    differences in values, and possibly conflicts

16
Acculturation/Developmental gap
Developmental gap Intergenerational discrepancy
Level of assimilation
children
Parents
Time
17
Educational aspirations and achievement
  • Reasons for migration can vary from adventure to
    economic, educational, political or social
    causes, but they usually boil down to the search
    for a better life
  • These reasons for migration may not apply
    directly to immigrant children, because many of
    them do not have the direct experience with
    immigration, and if they do, it is through family
    reunification programs.

18
Educational aspirations and achievement
  • Immigrant children, part of the dream of better
    future that parents have in mind.
  • Immigrant parents, one reason is to provide their
    children with better career opportunities and
    brighter futures. This, many immigrant parents
    see to lie in education.
  • Iimmigrant parents have very high expectations
    regarding their childrens education
  • Pressure children to do well

19
Educational aspirations and achievement
  • Does parental high academic expectation lead to
    high academic aspiration and educational
    achievement?
  • Excessive demands from parents may push the
    children into careers that the youth reject,
    resulting in school drop out, and possibly
    behavior problems.
  • YALE OR JAIL

20
Educational aspirations and achievement
  • At school, immigrant children may be faced with
    the disadvantages of language barriers as well as
    their parents lack of familiarity with the
    school system of the society of settlement.
  • Poor educational background of parents, and due
    to their own busy work schedule, as they try to
    make ends meet, they may be less involved with
    school issues, such as parent-teacher meeting.

21
Summary
  • Do immigrant youth adapt very poorly, bearing in
    mind the issues discussed?

22
The ICSEY Project International
Comparative Study of Ethnocultural Youth
  • Immigrant youth in cultural transition
    Acculturation, identity, and adaptation across
    national contexts
  • John Berry, Jean Phinney, David Sam, and Paul
    Vedder, editors
  • With Gabriel Horenczyk, Kyunghwa Kwak, Karmela
    Liebkind, Rosanna Rooney, David Sang, Fons J. R.
    van de Vijver, Erkki Virta, Colleen Ward, and
    Charles Westin
  • Lawrence Erlbaum, 2006

23
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24
Sample
  • 5366 immigrant youth, 53 female
  • Mean age 15.4 years (range 13-18)
  • 65 second generation
  • 13 countries of settlement
  • Over 30 immigrant groups, from
  • Asia e.g, Chinese, Vietnamese, Koreans
  • Middle East, e.g., Turks, Armenians
  • Latin America, e.g., Mexicans, Chileans
  • South Asia e.g., Indians, Pakistanis
  • Eastern Europe e.g., Russians, Poles
  • Other Caribbean, North Africa

25
Norwegian sample
26
Psychological adaptation
  • Self-esteem
  • Life satisfaction
  • Psychological problems

27
  • Scores generally high, above the mid point of
    the scale
  • Immigrants score (3.76) is similar to that of
    nationals (3.72)

28
They are all above 3.13 the golden standard
suggested by Cummins 1995 Immigrants had higher
score (3.54) than the nationals (3.37)
29
These are generally quite low below the
theoretical mid point of the scale. Immigrants
reported few psychological (stress) symptoms
(2.32) than their national peers (2.44)
30
Sociocultural adaptation adaptation
  • School adjustment
  • Behaviour problems

31
School adjustment is also high (gt3.50) With few
exceptions, school adjustment does not appear to
vary very much across the 13 countries
Generally, no difference between immigrants
(3.77) and the nationals (3.75)
32
These are very low as well (lt 2.0) Immigrants
appear to have fewer behavior problems (1.54)
than the nationals (1.65)
33
Method Cluster analysis with 13 variables
  • Acculturation attitudes
  • Integration, separation, assimilation,
    marginalization
  • Cultural identity
  • Ethnic and national identity
  • Language
  • Ethnic and national proficiency
  • National language usage
  • Peer social networks
  • Ethnic and national
  • Cultural values
  • Family obligations adolescents rights

34
Four profiles identified by cluster analysis
  • Entire sample
  • Integration profile 1576 (36.4)
  • Ethnic profile 975 (22.5)
  • National profile 810 (18.7)
  • Diffuse profile 973 (22.4)

35
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36
Acculturation Profiles and length of residence
37
Experience of discrimination
38
Acculturation Profiles andNeighborhood
composition
39
Mastery by Acculturation Profile
40
Gender
41
National and Immigrant Youth Adaptation ICSEY
Results
  • Using the national youth as our comparison group,
    our results indicated that immigrant youth as a
    group are just as well adapted and in some cases
    better adapted than their national peers.

42
National and Immigrant Youth Adaptation ICSEY
Results
  • On the whole, immigrant youth reported slightly
    fewer psychological problems, better school
    adjustment and fewer behavior problems, although
    no significant differences were found between
    immigrants and their national peers in the areas
    of life satisfaction and self-esteem.

43
National and Immigrant Youth Adaptation ICSEY
Results
  • In other words, while immigrant youth appeared to
    be better adapted socio-culturally, they were not
    particularly different from their national peers
    in the area of psychological adaptation.

44
Countries represented (with approx percentage of
immigrants)
  • Settler societies
  • Australia 25
  • Canada 19
  • Israel 37
  • New Zealand 23
  • US 12
  • (Los Angeles 40)
  • Non-settler societies
  • Finland 03
  • France 11
  • Germany 09
  • Netherlands 10
  • Norway 07
  • Portugal 02
  • Sweden 11
  • UK 07

45
National Contexts
  • In settler societies (eg., Australia, Canada,
    New Zealand and USA), immigration is recognized
    as a normal, necessary way to develop a society.
  • Selection and Management are the options.
  • In non-settler societies (e.g., Norway,
    Germany), immigration is a necessary evil to
    assist people who are less privileged

46
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51
Summary
  • The profiles reflect individual differences in
    the way immigrant youth orient themselves in a
    new society.
  • Individual profiles vary systematically across
    receiving societies.
  • Integration is more common in settler societies.
  • National least common in Norway

52
Summary
  • Ethnic groups differ systematically in the
    distribution of profiles
  • E.g., Turks generally show more ethnic profiles
    and fewer integration profiles than other groups,
    but effects differ by country.
  • Diffuse profile more common, and Ethnic profile
    least common among Vietnamese in Norway
  • National profile least common among Turks

53
Summary
  • Adaptation is generally best in the integration
    profile, but not for all groups in all situations.

54
Implications
  • There might be the need to encourage and train
    people towards an Integration profile.
  • The integration should be specially tailored for
    the different immigrant groups,
  • Integration is not limited to only immigrants
    but the larger society as well

55
Implications
  • Encourage immigrant youth and their parents to
    identify with both their native ethnicity as well
    as that of the larger society
  • Emphasize national language training, as well as
    encourage its use
  • Best that immigrant youth do not enter into a
    clique of their own, they be encourage them to
    interact with their peers from both their own
    group as well as the national group.

56
  • TUSEN TAKK

57
Adaptation
  • The distinction proposed by Ward (1996 2001)
  • Psychological adaptation in its broadest sense
    refers to an individuals satisfaction and
    overall emotional or psychological well-being.
  • Sociocultural adaptation refers to how
    successfully the individual acquires the
    appropriate socio-cultural skills in living
    effectively in the new socio-cultural milieu.

58
Adaptation
  • Psychological adaptation Psychological symptoms
    self-esteem and satisfaction with life
  • Sociocultural adaptation school adjustment and
    behaviour problems

59
Acculturation strategies/Acculturation profiles
  • Goes beyond Berrys strategies of AIMS Includes
  • Cultural identity (Ethnic and national
    identities)
  • Cultural values (Obligations and rights)
  • Language (ethnic language proficiency, national
    language proficiency and national language usage
  • Social relations (ethnic peer relations and
    national peer relations)

60
Acculturation profiles (based on cluster
analysis)
  • Integration Profile adolescents who highly
    endorsed the integration attitude, held both
    strong ethnic and national identities. high
    national language proficiency and had high peer
    contacts with both the nationals and their own
    ethnic group members.
  • Ethnic profile adolescents with clear
    orientation towards their own ethnic group, high
    on ethnic identity, had more contacts with their
    own ethnic group and high on ethnic language
    proficiency and use.

61
Acculturation profiles (based on cluster
analysis)
  • National profile adolescents who valued
    assimilation, high on national identity and low
    on ethnic identity. Proficient in the national
    language and used it more often.
  • Diffuse profile Proficient in, and regularly
    used, the ethnic language, but low on ethnic
    identity, and low national identity, low
    interaction with their national peers, but more
    importantly they scored high on both
    marginalization and assimilation
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