“One should follow the wind”: Individualized filial piety and support exchanges in Indian immigrant families in the United States

2012 ◽  
Vol 26 (2) ◽  
pp. 129-139 ◽  
Author(s):  
Karuna Sharma ◽  
Candace L. Kemp
Keyword(s):  
United States ◽  
Filial Piety ◽  
Immigrant Families ◽  
The United States ◽  
Indian Immigrant

Stressors among Hispanic adults from immigrant families in the United States: Familismo as a context for ambivalence.

2016 ◽  
Vol 22 (3) ◽  
pp. 408-416 ◽  
Author(s):  
Sasha M. Rojas ◽  
Joseph G. Grzywacz ◽  
Martha I. Zapata Roblyer ◽  
Rebecca Crain ◽  
Richard C. Cervantes
Keyword(s):  
United States ◽  
Immigrant Families ◽  
The United States ◽  
Hispanic Adults

“It's Different Here”: Complicating Concepts of College Knowledge and First Generation through an Immigrant Lens

2018 ◽  
Vol 120 (11) ◽  
pp. 1-36
Author(s):  
Chrystal A. George Mwangi
Keyword(s):  
United States ◽  
College Preparation ◽  
First Generation ◽  
Immigrant Families ◽  
The United States ◽  
College Knowledge ◽  
K 12 ◽  
First Generation To College ◽  
College Educated ◽  
The U.S

Background/Context Children of immigrants are the fastest growing segment of the U.S. child population, and these children are increasingly entering the U.S. educational pipeline and seeking access to college. Gaining access to college in the United States requires college knowledge. Yet, obtaining college knowledge can be difficult for immigrant families, who may lack familiarity with the U.S. education system. Although one third of all immigrants possess a college degree, many earned their degree abroad or in the United States as international students and/or adult learners. Therefore, the children of college-educated immigrants may be the first in their family to seek access to college via the U.S. K–12 system. Purpose/Objective/Research Question/Focus of Study This study explores how African immigrant multigenerational families engage in college preparation. All families had at least one parent who had attained a college degree. In each family, the college-educated parent(s) either received their degree abroad or received their degree in the United States as an international student or adult returning student. The research questions are: How do immigrant families explain navigating the college-going process when their children are first in the family to prepare for college via the U.S. K–12 system? How do immigrant families describe their level of comfort with college preparation when their children are first in the family to prepare for college via the U.S. K–12 system? Research Design A qualitative, multiple case design was used. Findings/Results The findings demonstrate that although the children in this study were not first generation to college in a traditional sense, they experienced many of the same challenges. For the families in this study, the parents possessed institutionalized capital but often lacked what emerged as “U.S.-based college knowledge,” which impacted their experience with the college choice process. Conclusions/Recommendations Families’ lack of familiarity with the U.S. college preparation process (college testing, academic tracking, cost of college/financial aid) leads to a call for complicating concepts of “college knowledge” and “first generation” to college in a globalized society.

Standing and Responding in Solidarity with Disenfranchised Immigrant Families in the United States: An Ongoing Call for Action

2020 ◽  
Vol 46 (4) ◽  
pp. 561-576
Author(s):  
Elizabeth Wieling ◽  
Andrea N. Trejo ◽  
Jo Ellen Patterson ◽  
Kaethe Weingarten ◽  
Celia Falicov ◽  
...  
Keyword(s):  
United States ◽  
Immigrant Families ◽  
The United States
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