scholarly journals Reshaping Parental Ethnotheories of Dutch‐Moroccan Immigrant Parents in the Netherlands: Networking in Multiple Worlds

2020 ◽  
Vol 2020 (170) ◽  
pp. 171-193 ◽  
Author(s):  
Mariëtte Haan ◽  
Marije Koeman ◽  
Micha Winter
Keyword(s):  
The Netherlands ◽  
Immigrant Parents ◽  
Multiple Worlds ◽  
Parental Ethnotheories

scholarly journals Learning to be a mother: Comparing two groups of Chinese immigrants in the Netherlands

2019 ◽  
Vol 28 (2) ◽  
pp. 220-241
Author(s):  
Lijie Zheng ◽  
Mariëtte de Haan ◽  
Willem Koops
Keyword(s):  
Social Networks ◽  
Chinese Immigrants ◽  
Black Box ◽  
Immigrant Parents ◽  
Long Distance ◽  
Dense Networks ◽  
Immigrant Mothers ◽  
Parenting Knowledge ◽  
Parental Ethnotheories ◽  
Shed Light

Immigrant parents may have to rebuild their parenting knowledge after migration to keep up with their new milieu. Comparing two subgroups of Chinese immigrants, economic and knowledge immigrants, this study shows that the construction of different parental ethnotheories can be understood through the characteristics of their parenting knowledge acquisition, social networks and networking strategies. Findings from ego-network interviews with 15 economic immigrant mothers and 20 knowledge immigrant mothers indicate that the former tends to obtain practical tips and specific instructions directly from experts and acquire practical help from local, co-ethnic, small and dense networks, while the latter engages in critical peer-based learning in multicultural, open and long-distance networks. This study argues that a social network perspective can shed light on the “black box” of how parenting theories are reconstructed after migration.

scholarly journals Patterns and Drivers of Emigration of the Turkish Second Generation in the Netherlands

2021 ◽  
Author(s):  
Petra Wieke de Jong
Keyword(s):  
The Netherlands ◽  
Second Generation ◽  
Early Adulthood ◽  
Immigrant Parents ◽  
Dutch Population ◽  
Parental Home ◽  
Border Regions ◽  
Research Population ◽  
Migration Experiences ◽  
High Share

AbstractUsing unique longitudinal data from the Dutch population registers, this study investigates the patterns and drivers of emigration of the Turkish second generation born in the Netherlands between 1983 and 1992. Around 13% of the Turkish second generation in the research population emigrated during early adulthood, as compared to 6% of their peers without immigrant parents. Half of the Turkish second-generation emigrants who reported their destination country moved to Turkey, while the other half moved to other destinations, especially the Dutch neighbouring countries. Among the Turkish second generation, unemployment over the previous year was found to increase the likelihood of emigration for individuals with low or middle levels of education, whereas no support was found that higher educated individuals (either employed or unemployed) are more likely to emigrate. However, if high-skilled unemployed individuals of the Turkish second generation emigrated, they appeared more likely to select Turkey as their destination as compared to other (or unknown) destinations. International migration experiences during childhood, living at the parental home, and residing in neighbourhoods with a high share of co-ethnics were also associated with a higher chance of emigration to Turkey, whereas living in the Dutch border regions was associated with a higher chance of emigration to other destinations. Together, the findings indicate that the Turkish second generation has a higher chance to emigrate than their peers without immigrant parents, and that mechanisms specific to the second generation apply to the migration behaviour of this group.

scholarly journals Vaccination decision-making of immigrant parents in the Netherlands; a focus group study

2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Irene A. Harmsen ◽  
Helien Bos ◽  
Robert A. C. Ruiter ◽  
Theo G. W. Paulussen ◽  
Gerjo Kok ◽  
...  
Keyword(s):  
Decision Making ◽  
Focus Group ◽  
The Netherlands ◽  
Immigrant Parents ◽  
Focus Group Study ◽  
Vaccination Decision

(Re)Constructing Home and School: Immigrant Parents, Agency, and the (Un)Desirability of Bridging Multiple Worlds

2011 ◽  
Vol 113 (12) ◽  
pp. 2705-2738 ◽  
Author(s):  
Fabienne Doucet
Keyword(s):  
Second Generation ◽  
Research Question ◽  
Immigrant Parents ◽  
Structured Interviews ◽  
Qualitative Thematic Analysis ◽  
Multiple Worlds ◽  
Research Questions ◽  
Haitian American ◽  
Home And School ◽  
Out Of School

Background/Context This study examines the tactics that Haitian immigrant parents used to negotiate the boundaries around home and school, presenting the possibility that families play an active and deliberate role in creating distance between the worlds of home and school. Purpose/Objective/Research Question/Focus of Study The following research questions were explored: (1) Why do Haitian immigrant parents resist bridges between the worlds of home and school? (2) How might this resistance be seen as a show of agency? (3) How do the resistance and agency of Haitian immigrants complicate the in-school/out-of-school dichotomy and push theories that too easily bring in-school and out-of-school worlds together? Setting Greater Boston, Massachusetts. Population/Participants/Subjects Participants were 54 parents of Haiti-born (1.5 generation) and U.S.-born (second generation) Haitian American adolescents. Research Design The study draws from a subset of data collected with Haitian families in a large longitudinal study of newly arrived immigrants from five different countries and from data collected in a supplemental study of second-generation Haitian families. Data sources include structured interviews and field notes. Data Collection and Analysis Data were collected by bilingual, bicultural research assistants. Interviews were recorded whenever possible, transcribed, and, if necessary, translated to English. Data were analyzed for this article using classic qualitative thematic analysis techniques. Findings/Results The findings suggest that parents actively constructed and reconstructed distinct boundaries for home and school rather than being passive victims of these boundaries. Three metathemes and seven related themes emerged related to the research questions: protecting the home terrain (displayed as a concern with family privacy; parental strictness; and discouraging friendships); equating schools with Americanization (shown through criticisms of U.S. schools/schooling; and parents’ limited contact with school), and negotiating a seat at the table (through parental advocacy; and reciprocal partnership-seeking) Conclusions/Recommendations These findings question the pervasive notion in educational literature and practice that close links between home and school should be the goal of both teachers and families.

Sign in / Sign up

Export Citation Format

Share Document