Adult Immigrant Journeys: Occupational Downgrading and Continuously Evolving Selves

Abstract

This qualitative phenomenological study examined the occupational downgrading experiences of six adult immigrants. Occupational downgrading happens when an individual’s occupation post immigration does not match his or her education credentials and previous professional experiences. The goal is to make sense of the participants’ narratives through the lens of possible selves theory. Therefore, the research questions guiding this study were (1) How do occupational downgrading experiences of immigrants shape their integration to the U.S. workforce? and (2) How can we make sense of the participants’ narratives through the lens of possible selves theory? Phenomenological interviews served as the main source for data collection. In addition, artifacts allowed the participants to enrich their stories. Themes that emerged from the participants’ occupational downgrading experiences include underemployment, shift in status, language barrier, feeling of discrimination, and lack of inspiration at the new job. Looking at past, present, and future selves, the participants’ narratives were examined first through identity transition processes: separation, transition, and reincorporation. The study adds to a developing body of literature focusing on the possible selves of adult immigrants experiencing occupational downgrading. In particular, they inform who is participating in adult education. Likewise, this study centralizes the immigrant as participant to adult learning; it provides new narratives of adults in transition.

Validation of the Student-Rated Parental School Involvement Questionnaire: Factorial Validity and Invariance Across Time and Sociodemographic Characteristics

“…In contrast to many studies (e.g., Li et al, 2020), our study further indicates that parents of low SES are perceived by their children as having higher expectation for them regarding school success and attainment, compared to parents from average or high SES. This is potentially explained by the fact that in many low SES communities, children with an immigrant background have highly educated, but underemployed parents (Adversario, 2021). As in our study, these parents also have higher expectations for their children, which is often not reflected by their current SES.…”

Language and culture learning needs of adult refugees

“…Improved intercultural connections allow for an effective sociocultural adaptation process strengthened by communication, social engagement, and understanding of the norms and values of the host society (Masgoret & Ward, 2006). Adult refugees experience a variety of challenges such as adapting to a new culture, transitioning into employment, and studying in their host community as they experience occupational and professional downgrading (Adversario, 2021; Guo, 2015). Acculturation refers to the binary process of changes that occur on cultural and psychological levels as a result of the interaction between people from various cultural groups (Berry, 2005).…”

The linguistic Odyssey of Russian-speaking immigrants in Canada

“…A functional proficiency in the majority language is essential to find a job, get access to social welfare and medical services, conduct everyday tasks, like banking, and so on (Dustmann & Fabbri, 2003; Reeves, 2015). A language barrier, that is, an insufficient command of the host country’s language, prevents the immigrants from attaining these goals (e.g., Adversario, 2021). The use of either the majority or the home language by immigrants could subject them to “linguistic racism,” which, at a social level, includes linguistic homogeneity, discrimination, and alienation (Dovchin, 2019, p. 334), and at an individual level leads to language anxieties (Sevinç & Backus, 2019).…”

“…LMS theories focus on the social aspects of linguistic balance. Countless factors in language shift have been identified, such as economic, social, political, and demographic factors; linguistic attitudes and values; and institutional support (e.g., Adversario, 2021; Holmes, 2013; Pendakur, 1990). The concept of Ethnolinguistic vitality has been introduced as a predictive power of these parameters over language longevity (Giles, 1977).…”

“…For example, Malayali community in the UK (Meddegama, 2020), Russian (Glozman & Chuang, 2019; current study), and Mandarin Chinese (Harrison, 2000) communities in Canada have high levels of language maintenance primarily due to the strong desire among parents to pass the language over to their children. Other factors identified in LMS studies, such as age group, socioeconomic status, personalities, and individual aptitudes (Adversario, 2021), are also taken into consideration in LE. The LE considers all these factors as possible impacts on linguistic balance at an individual immigrant’s life stages.…”