Integration of Immigrants: The Israeli Case

Kolker, Aliza; Ahmed, Paul I.

doi:10.1007/978-1-4684-3794-2_21

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…Connell and Furman (1984) suggested that extended periods of transition will most likely occur when a transitional event precipitates multiple effects or when these effects in turn initiate further changes. Because the transitional period does not always occur immediately after the event, as in cases of delayed and inhibited grief reactions (Carr, 1985;DiMatteo, 1991;Gonda, 1989), and because it may even begin prior to the event, as in cases of anticipatory socialization (Brim & Ryff, 1980;Kolker & Ahmed, 1980;Laosa, 1997b;Pruchno, Blow, & Smyer 1989), caution is warranted when attempting to pinpoint the causes of transitions (Connell & Furman, 1984;Pruchno et al, 1989;Laosa, 1997b;Reese & Smyer, 1983).…”

Section: Developmental Perspectivesmentioning

confidence: 99%

Intercultural Transitions in Human Development and Education

Laosa

1998

ETS Research Report Series

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Intercultural transitions are alterations that occur in individuals and in their environments as a consequence of contact between cultures. This paper focuses on the life events that children (and the adults in their lives) may face in bridging cultures, the options they are given, the choices they make--or that adults make for them--the circumstances and experiences that accompany these choices, and their consequences. The paper identifies and discusses issues in need of research concerning ways to foster scholastic success and socioemotional well-being in populatlons that contemporary policies and practices may be putting at risk for school failure and for other forms of marginality. A better understanding of these issues can contribute to the improvement of intergroup relations, and it can be used to enhance the educational development and life chances of individuals from all ethnocultural and linguistic backgrounds. 3 Intercultural Transitions In Human Development and EducationLuis M. Laosa Educational Testing Service, Princeton, New JerseyThe term intercultural transition, or intercultural change, as used in this paper refers to alterations that occur in individuals and in their environments as a consequence of culture-contact situations. These alterations can occur on many levels, ranging from the most superficial and temporary (e.g., mode of dress or choice of diet) to the deepest and most lasting (e.g., a personality change or the creation of a societal institution).All societies require their members to undergo some major life changes, or transitions, that are predictable and that profoundly alter the individual and the individual's role in and relationship to the group. These life changes, or normative transitions, are often--but not always--accompanied by a biological change of life (e.g., school entry, graduation, puberty, matrimony, parenthood, retirement). They are almost always accompanied by a prescribed set of supporting rituals that mark, symbolize, and memorialize the change (Laosa, 1997).Scientists and scholars have devoted considerable attention to the study of normative life transitions. For example, anthropologists and folklorists have long been fascinated by the study of passage rites in the world's past and contemporary cultures (e.g., Norbeck, 1992).Similarly, a considerable body of scientific research by developmental biologists and psychologists focuses on the transitions that surround normative biological life changes (e.g., Bornstein & Lerner, 1992;Tanner, 1992).In addition to those normative transitions, there exist other major life changes, which are less predictable, less prevalent, and less visible; they usually lack prescribed guidelines and supports. These alterations include intercultural changes. Compared with the vast research literature on normative transitions, little scientific attention has focused on intercultural transitions generally, and particularly on their bearing on child development and education. There is, however, a growing public recognition of the f...

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Section: Developmental Perspectivesmentioning

confidence: 99%

Intercultural Transitions in Human Development and Education

Laosa

1998

ETS Research Report Series

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“…defined as the patterned, but often unplanned, learning of a role in advance of assuming it (Brim & Ryff. 1980;Kolker & Ahmed. 1980;Pruchno.…”

Section: Life Events Changes and Transitionsmentioning

confidence: 99%

Research Perspectives on Constructs of Change: Intercultural Migration and Developmental Transitions

Laosa

1996

ETS Research Report Series

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In every society there are certain important life events that are predictable and normative therein and that demand from the individual some major and lasting personal change; they are often–but not always–connected with a biological change of life (e.g., puberty, graduations, maturity, parenthood, retirement). In contrast to these transitions, there also exist other critical life events, which are less prevalent and less predictable, and which place extreme demands on the individual for personal change and adaptation. These extraordinary experiences include intercultural transitions, particularly those associated with international migration. In recent years, the need for research attention to this type of life transition in individual development has increased, largely as a result of significant changes in immigration trends and in the ethnocultural mix of the nation's population. A multifaceted, complex, and consequential event, intercultural migration poses special challenges as a subject of scientific inquiry. At the same time, it provides a unique window for viewing processes of change and adaptation. In this paper some of these needs, challenges, and opportunities are identified and discussed in the context of varied research perspectives and constructs of change.

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Congruent Stress-preventing Factors and Anxiety in a Long-term Stress Situation

Milgram

Zucker

1985

Journal of Human Stress

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The relationship of state anxiety to personal and social stress-preventing factors and to criterion measure was examined in 38 family men who were recent immigrants to Israel from Western countries. As predicted, state anxiety accounted for more variance in the criterion measure of stated intention of remaining in Israel than all the stress-preventing factors combined. Moreover, approximately half of the effect of the latter factors on the criterion was achieved through the anxiety variable. Given the modest sample size, the specific findings are regarded as tentative, but the general conclusion of the study appears to be amply supported. Namely, the level of state anxiety in the individual may be regarded as an index of the effectiveness of the various stress-preventing factors operating in the situation and as a stress-preventing factor in its own right that directly affects problem-solving behavior and outcomes.

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Integration of Immigrants: The Israeli Case

Cited by 3 publications

References 2 publications

Intercultural Transitions in Human Development and Education

Intercultural Transitions in Human Development and Education

Research Perspectives on Constructs of Change: Intercultural Migration and Developmental Transitions

Congruent Stress-preventing Factors and Anxiety in a Long-term Stress Situation

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