Multiple frames of success: how second-generation immigrants experience educational support and belonging in higher education

Orupabo, Julia; Drange, Ida; Abrahamsen, Bente

doi:10.1007/s10734-019-00447-8

Cited by 9 publications

(13 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our interest in adapting individual elements of this model can be further substantiated by other researchers for each of our proposed dimensions of Technical (building technical skills) ( Ann et al, 2009 ; Choe and Borrego, 2020 ), Social (peer-mentoring and networking) ( Tull et al, 2012 ; Bottoms et al, 2013 ; Montgomery, 2017 ; Williams, 2018 ), Psychological (psychological safety) ( Lyman et al, 2020 ; Soares and Lopes, 2020 ), Cultural (cultural resilience) ( Espino et al, 2010 ; Julia et al, 2020 ), Career Identity (socialization within the profession) ( Kim et al, 2018 ; Bentley et al, 2019 ), see Figure 1 .…”

Section: Background and Relevant Literaturementioning

confidence: 82%

Social and Professional Impact of Learning Communities Within the Alliances for Graduate Education and the Professoriate Program at Michigan State University

Thomas

Ali

Alcover³

et al. 2021

Front. Psychol.

View full text Add to dashboard Cite

At Michigan State University (MSU), the AGEP learning community features the participation of over 70% of the African-American, Latinx, and Native-American under-represented minorities (URM), also referred to as Black, Indigenous, and People of Color (BIPOC) doctoral students in fields sponsored by the National Science Foundation (NSF). Monthly learning community (LC) meetings allow AGEP participants to create dialogues across disciplines through informal oral presentations about current research. The learning communities also offer opportunities to share key information regarding graduate school success and experience; thus providing a social network that extends beyond the academic setting. At MSU, AGEP also provides an interdisciplinary and multigenerational environment that includes graduate students, faculty members, post-docs and prospective graduate students. Using monthly surveys over a 4-year period, we evaluated the impact of this AGEP initiative focusing on the utility of the program, perceptions of departmental climate, career plans and institutional support. Findings indicate that AGEP participants consider their experiences in the program as vital elements in the development of their professional identity, psychological safety, and career readiness. Experiences that were identified included networking across departments, focus on career placement, involvement in minority recruitment and professional development opportunities. Additionally, AGEP community participants resonated with the “sense of community” that is at the core of the MSU AGEP program legacy. In this article, we proposed a variation of Tomlinson’s Graduate Student Capital model to describe the AGEP participants’ perceptions and experiences in MSU AGEP. Within this 4-year period, we report over 70% graduation rate (completing with advanced degrees). More than half of Ph.D. students and almost 30% of master’s degree students decided to pursue academia as their careers. In addition, we found a high satisfaction rate of AGEP among the participants. Our analysis on graduate student capital helped us identify motivating capital development by years spent at MSU and as an AGEP member. These findings may provide some insight into which capitals may be deemed important for students relative to their experiences at MSU and in AGEP and how their priorities change as they transition toward graduation.

show abstract

Section: Background and Relevant Literaturementioning

confidence: 82%

Social and Professional Impact of Learning Communities Within the Alliances for Graduate Education and the Professoriate Program at Michigan State University

Thomas

Ali

Alcover³

et al. 2021

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Furthermore, with few formal qualifications upon arrival in Norway and increased educational and linguistic demands for employment in Norway, the employment rates among Somalis in Norway are low (Naess, 2019;Statistics Norway, 2020) (Epland & Kirkeberg, 2016;Statistics Norway, 2021). Despite their parents' socioeconomic resources, studies show that children of immigrants, including Somali descendants, proceed to higher education and move up the social ladder (Bakken & Hyggen, 2018;Hermansen, 2016;Kindt, 2017;Orupabo, Drange & Abrahamsen, 2020).…”

Section: Somalis' Marginalised Position In Norwaymentioning

confidence: 99%

“…The findings suggest that being a parent in a dark body and being a Muslim today is challenging. Scholars (Midtbøen, 2016;Orupabo et al, 2020) note that, in the labour market, employers utilise ethnicity, skin colour and whether the candidate's Norwegianess is sufficient when they choose between applicants they want to hire. In other words, ethnicity becomes an important signal of the skills and competence that the employer is looking for.…”

Section: The Mismatch Between a System Offering Support And A System ...mentioning

confidence: 99%

Beyond fear of child welfare services : An ethnographic study among Norwegian-Somali parents

Handulle¹

2022

View full text Add to dashboard Cite

In many countries, migrants and ethnic minorities express fear of child welfare service (CWS). This is reflected in Norwegian research and media, where fear and mistrust surround the debate on migrants’ relationship with the agency. This thesis explores Norwegian Somalis’ fears of the Norwegian CWS in the context of their situation in Norway and their social world. While the relationship between the Norwegian CWS and several migrant groups is strained, we know little about how fears are constructed and perpetuated within migrant communities. Throughout my dissertation, I emphasise that migrants’ relations to CWS –whether fear factors into it or not – must be understood in light ofprocesses and dynamics far beyond CWS. We must pay attention to tight-knit ethnic communities, social networks, marginalised positions and transnational relations. My inquiry is guided by two core questions: How is the fear of CWS constructed among Norwegian-Somali parents, and how does the fear of CWS impact their everyday lives? These questions were explored through nine months of ethnography, seven months in Oslo and two months in Somalia among returnees from Norway. Fieldwork consisted of, inter alia, observations in cafés and shops, participation in seminars and mosques, participant observation in a transnational school in Somalia, informal conversations, formally organised focus groups and in-depth interviews with parents. The three articles comprising the empirical part of the dissertation cover the following topics. The first article explores how CWS fears among Norwegian-Somali parents are embedded in social networks and transmitted via stories of child removals. This paper provides extensive insight into the construction and perpetuation of fear. The analysis suggests a particular social process underlying Somali parents’ fears, which we coin ABCD, pertaining to (a) their socioeconomic adversities; (b)coping through bonding social capital; (c) children as a “lifeline”;and (d) (disproportionate) diffusion of child removal stories. The results demonstrate the importance of child removal stories that are transmitted through tight-knit social networks as well as why and how these stories spread. Paper 2 is about how second-generation Somali parents portray middle-class identity when interacting with school and kindergarten personnel to avoid racial scrutiny and referrals to CWS. The paper examines how CWS scepticism and fear extend far beyond direct interactions between caseworkers and clients. We show how scepticism and fear influence parents’ encounters with institutions like schools and kindergartens, as these are institutions that have the power and obligation to potentially report to CWS. The third paper addresses Norwegian-Somali returnees’ struggle for a sense of belonging in Norway and their worries regarding their children’s future. It highlights the complexity of being a marginalised migrant in Norway and the consequences thereof. I show that parents utilise temporary return as a tool to strengthen their dual belonging to both Somalia and Norway by reconstituting belonging to both countries through parenting in Somalia. The results reveal that parents cultivate and reproduce Norwegian cultural repertoires when in Somalia in order to maintain a belonging to Norway and to prepare for their future return to Norway, while concurrently encouraging their children to be proud of their Somaliness. In sum, the findings from my thesis imply that Somali parents’ fears of CWS are drawn not only from their perceptions of that single institution but also from their experiences as Somali parents in Norwegian society as a whole. I therefore argue that, if we are to understand CWS fears among migrant parents in general and Somali parents in particular, we must adopt a broader approach that understands parents’ everyday lives and whether and how their experiences relate to socioeconomic marginalisation, racism, coping and networking. I also argue that, to understand CWS fears, we need a bottom-up methodological approach. The in-depth ethnographic account of the Norwegian Somalis’ CWS fears, investigated bottom-up, remains this study’s main contribution.

show abstract

“…Looking at second-generation students, though the focus of the international debate on their educational attainment is mainly about secondary school, there is an important body of international migration literature in countries with a long immigration history (Collins & Magnan, 2018;Feliciano & Lanuza, 2017;Feliciano & Rumbaut, 2005;Griga & Hadjar, 2014;Heath & Brinbaum, 2007;Heath et al, 2008;Marmolejo et al, 2008;Murdoch et al, 2014;Orupabo et al, 2020).…”

Section: Literature Backgroundmentioning

confidence: 99%

The academic performance of students with a migrant background: evidence from a cohort enrolled at Sapienza University of Rome

Giudici

Trappolini

Vicari

2021

Genus

View full text Add to dashboard Cite

This study investigates the demographic characteristics and academic performances of foreign students with an Italian educational background in a cohort of 1st-year Bachelor students enrolled at Sapienza University of Rome, in the a.y. 2012/2013, comparing them to Italian and to International students. First, we employed a discrete-time competing risk hazard model to analyse differences in academic performances between Italian, foreign students with an Italian educational background and foreign students with a foreign educational background. Second, we applied regression trees to investigate final grades and the time-to-degree completion of Bachelor’s degree holders. Results show differences in the academic performances of foreign students with an Italian educational background compared to Italian students. Policies are needed, these results suggest, that strengthen opportunities for students from a migrant background since high school.

show abstract

Multiple frames of success: how second-generation immigrants experience educational support and belonging in higher education

Cited by 9 publications

References 29 publications

Social and Professional Impact of Learning Communities Within the Alliances for Graduate Education and the Professoriate Program at Michigan State University

Social and Professional Impact of Learning Communities Within the Alliances for Graduate Education and the Professoriate Program at Michigan State University

Beyond fear of child welfare services : An ethnographic study among Norwegian-Somali parents

The academic performance of students with a migrant background: evidence from a cohort enrolled at Sapienza University of Rome

Contact Info

Product

Resources

About