“What for? I'll be 18 soon and getting out of here”: Future orientation among immigrant at-risk youth in Israel

Klein, S.; Shoshana, Avihu

doi:10.1016/j.childyouth.2020.105255

Cited by 7 publications

(7 citation statements)

References 57 publications

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“…A. is well aware that without a common language, she will not be able to understand the parents' cognitive and emotional experiences and bring them closer to the educational space in kindergarten. Researchers (Klein & Shoshana, 2020) have found that migrants, asylum seekers, or refugees who do not know the dominant language in society in the new place feel a lack of belonging to the Israeli experience, fears, and social alienation. The same is true in this example, A. understands that language difficulty and lack of communication increase parents' sense of non‐belonging and negative feelings.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Researchers (Klein & Shoshana, 2020) have found that migrants, asylum seekers, or refugees who do not know the dominant language in society in the new place feel a lack of belonging to the Israeli experience, fears, and social alienation. The same is true in this example, A. understands that language difficulty and lack of communication increase parents' sense of non-belonging and negative feelings.…”

Section: Creating Communication Based On a Common Languagementioning

confidence: 99%

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Kindergarten teachers promote the participation experience of African Asylum‐Seeker families

Eliyahu-Levi

2022

International Migration

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African asylum seekers live in Israel in the realities of poverty, racism, and personal insecurity. From a sociological point of view, Participation is taking part in social processes, interacting with people, texts and technologies and it may affect all areas of life. This is a qualitative‐interpretive study that examines through interviews the participation experience from the perspective of eight African couples and six Israeli kindergarten teachers. The findings indicate: (1) Increasing the parents' sense of belonging, (2) Increasing the cultural participation, (3) Increasing community cohesion. Findings reveal a tension between the parents' desire to be involved and my reality of poverty and working around the clock that prevents their presence in educational activities. Under such complex conditions, kindergarten teachers worked to establish a positive personal relationship, strengthen the parents' sense of ability, overcome language barriers, and cultivate a sense of belonging from a perception that increasing participation would help them deal with integration challenges and livelihoods social rejection. The study has a theoretical and practical contribution, and its findings may be used by educators and policymakers regarding principles for action to promote the experience of participation and involvement of parents in educational settings.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Creating Communication Based On a Common Languagementioning

confidence: 99%

Kindergarten teachers promote the participation experience of African Asylum‐Seeker families

Eliyahu-Levi

2022

International Migration

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“…Sementara dari sudut pandang eksternal, dukungan sosial, lingkungan tempat tumbuh dan berkembang serta stimulus-stimulus eksternal lainnya yang positif akan membuat orientasi masa depan individu lebih matang. Dengan demikian, faktor-faktor tersebutlah yang perlu juga diidentifikasi untuk penelitian lebih lanjut jika ingin melakukan pelatihan orientasi masa depan (Klein & Shoshana, 2020;Rovenpor, 2022;Srivisal dkk., 2021).…”

Section: Diskusiunclassified

Pelatihan Future Career Planning untuk Meningkatkan Future Orientation Santri

Putri

Ramdani

Natanael

et al. 2022

JPIB

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This study aims to examine the effectiveness of future career planning training on improving the future orientation of students at one of the Islamic boarding schools in Tasikmalaya. The research design used a quasi experimental study using a mixed-method design involving 25 students who were selected through quota sampling. Training is given for 5-6 hours on the same day, wherein the training program and modules were developed by the researcher. The result of this study using stacking analysis showed that 13 participants experiencing an increase in future orientation while testing with paired t-test for all participants didn’t show a significant difference in the logit value means from before and after being given training. Future career planning training that developed is quite feasible to be used regularly to see the consistency of students’ future orientation.

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“…Scholarship has shown that leaving social, emotional, and academic barriers unaddressed leaves newcomer students at a higher risk of developing depression and anxiety, disengaging or withdrawing from school, and facing future difficulties such as welfare dependency and teenage pregnancy (Motti-Stefanidi & Masten, 2013;Stermac et al, 2012). These negative health determinants are even more likely to occur for newcomer youth who hold lower socio-economic status, have fractured family structures, have a lack of parental oversight due to long work hours, are exposed to drugs and delinquency, have emotional and behavioural dysregulation difficulties, and have relatively low levels of dominant language proficiency (Klein & Shoshana, 2020).…”

Section: School Success and Engagementmentioning

confidence: 99%

A Qualitative Investigation of the Factors that Enhance, Impede, and Require Attention for the School Success and Engagement of At-Risk Newcomer Students

Elia,

Cohen,

Kassan

et al. 2022

AJER

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Little is known about best practices to support newcomer students with a history of emotional, behavioral, or learning challenges in their pursuit of school success and engagement. The Enhanced Critical Incident Technique was employed to explore the helping, hindering, and desired practices among nine teachers who have successfully supported at-risk newcomer youth in their educational pursuits in Canada. Results revealed 64 helping and 43 hindering factors as well as 27 wish list items related to participants’ experiences of supporting newcomer students in their school success and engagement. Recommendations are made at three levels: individual, curricula, and systemic. Keywords: newcomer youth, school disengagement, school re-engagement, academic success, qualitative research, enhanced critical incident technique On sait peu de choses sur les meilleures pratiques pour soutenir les élèves nouvellement arrivés et ayant des antécédents de problèmes émotionnels, comportementaux ou d'apprentissage dans leur quête de réussite et d'engagement scolaires. La méthode améliorée des incidents critiques a été utilisée pour explorer les pratiques positives, négatives et désirées chez neuf enseignants qui ont soutenu avec succès des jeunes nouveaux arrivants à risque dans leur parcours scolaire au Canada. Les résultats ont révélé 64 facteurs positifs et 43 facteurs négatifs ainsi que 27 éléments désirés liés aux expériences des participants en matière de soutien aux élèves nouvellement arrivés dans leur réussite scolaire et leur engagement. Des recommandations sont formulées à trois niveaux : individuel, curriculaire et systémique. Mots clés : jeunes nouveaux arrivants, désengagement scolaire, réengagement scolaire, réussite scolaire, recherche qualitative, méthode améliorée des incidents critiques

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“What for? I'll be 18 soon and getting out of here”: Future orientation among immigrant at-risk youth in Israel

Cited by 7 publications

References 57 publications

Kindergarten teachers promote the participation experience of African Asylum‐Seeker families

Kindergarten teachers promote the participation experience of African Asylum‐Seeker families

Pelatihan Future Career Planning untuk Meningkatkan Future Orientation Santri

A Qualitative Investigation of the Factors that Enhance, Impede, and Require Attention for the School Success and Engagement of At-Risk Newcomer Students

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