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You searched for subject:(Recent immigrant). Showing records 1 – 3 of 3 total matches.

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1. Cyrus, Elena. Social Capital, HIV Risk Behavior and Substance Use among Recent Latino Immigrants in South Florida.

Degree: PhD, Public Health, 2013, Florida International University

Social capital, or social cohesion or group connectedness, can influence both HIV risk behavior and substance use. Because recent immigrants undergo a change in environment, one of the consequences can be a change in social capital. There may be an association among changes in social capital, and HIV risk behavior and substance use post immigration. The dissertation focused on the interface of these three variables among recent Latino immigrants (RLIs) in South Florida. The first manuscript is a systematic review of social capital and HIV risk behavior, and served as a partial background for the second and third manuscripts. Twelve papers with a measure of social capital as an independent variable and HIV risk as the dependent variable were included in the analysis. Eleven studies measured social capital at the individual level, and one study measured social capital at the group level. HIV risk was influenced by social capital, but the type of influence was dependent on the type of social capital and on the study population. Cognitive social capital, or levels of collective action, was protective against HIV in both men and women. The role of structural social capital, or levels of civic engagement/group participation, on HIV risk was dependent on the type of structural social capital and varied by gender. Microfinance programs and functional group participation were protective for women, while dysfunctional group participation and peer-level support may have increased HIV risk among men. The second manuscript was an original study assessing changes in social capital and HIV risk behavior pre to post immigration among RLIs in South Florida (n=527). HIV risk behavior was assessed through the frequency of vaginal-penile condom use, and the number of sexual partners. It was a longitudinal study using secondary data analysis to assess changes in social capital and HIV risk behavior pre immigration to two years post immigration, and to determine if there was a relationship between the two variables. There was an 8% decrease in total social capital (p ˂ .05). Reporting of ‘Never use’ of condoms in the past 90 days increased in all subcategories (p ˂ .05). Single men had a decrease in number of sexual partners (p ˂ .05). Lower social capital measured on the dimension of ‘friend and other’ was marginally associated with fewer sexual partners. The third manuscript was another original study looking at the association between social capital and substance use among RLIs in South Florida (n=527). Substance use with measured by frequency of hazardous alcoholic drinking, and illicit drug use. It was a longitudinal study of social capital and substance-use from pre to two years post immigration. Post-immigration, social capital, hazardous drinking and illicit drug use decreased (p˂.001). After adjusting for time, compared to males, females were less likely to engage in hazardous drinking (OR=.31, p˂.001), and less likely to engage in illicit drug use (OR=.67, p=.01). Documentation status was a moderator… Advisors/Committee Members: Mary Jo Trepka, Mario De La Rosa, Erica Gollub, Kristopher Fennie, Ahmed Albatineh.

Subjects/Keywords: social capital; recent immigrant; HIV risk; hazardous drinking; illicit drug use; Epidemiology

…Disparities OR Odds ratio Qual Qualitative methods RLI Recent Latino immigrants RMSEA Root… …immigrant populations are a vulnerable population that may be predisposed to riskier sexual… …behavior, the existing body of research in this area among any immigrant population is limited… …of HIV/AIDS among migrant and immigrant Hispanic populations in the United States. Journal… …x29;. The epidemiology of HIV among Mexican immigrants and recent immigrants in California… 

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APA (6th Edition):

Cyrus, E. (2013). Social Capital, HIV Risk Behavior and Substance Use among Recent Latino Immigrants in South Florida. (Doctoral Dissertation). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/977 ; 10.25148/etd.FI13120414 ; FI13120414

Chicago Manual of Style (16th Edition):

Cyrus, Elena. “Social Capital, HIV Risk Behavior and Substance Use among Recent Latino Immigrants in South Florida.” 2013. Doctoral Dissertation, Florida International University. Accessed September 18, 2019. http://digitalcommons.fiu.edu/etd/977 ; 10.25148/etd.FI13120414 ; FI13120414.

MLA Handbook (7th Edition):

Cyrus, Elena. “Social Capital, HIV Risk Behavior and Substance Use among Recent Latino Immigrants in South Florida.” 2013. Web. 18 Sep 2019.

Vancouver:

Cyrus E. Social Capital, HIV Risk Behavior and Substance Use among Recent Latino Immigrants in South Florida. [Internet] [Doctoral dissertation]. Florida International University; 2013. [cited 2019 Sep 18]. Available from: http://digitalcommons.fiu.edu/etd/977 ; 10.25148/etd.FI13120414 ; FI13120414.

Council of Science Editors:

Cyrus E. Social Capital, HIV Risk Behavior and Substance Use among Recent Latino Immigrants in South Florida. [Doctoral Dissertation]. Florida International University; 2013. Available from: http://digitalcommons.fiu.edu/etd/977 ; 10.25148/etd.FI13120414 ; FI13120414

2. Grabke, Sheldon Vaughn Richard. Institutional Strategies and Factors that Contribute to the Engagement of Recent Immigrant Adult Students in Ontario Post-Secondary Education.

Degree: PhD, Education, 2014, York University

The purpose of this study is to provide a unique investigation that yields vital data on barriers experienced by recent immigrant adult students (RIAS), the policies, practices and supports in PSE and their impact on RIAS engagement, and factors that contribute to the engagement of RIAS in Ontario PSE. This examination contributes to and furthers the student engagement in PSE literature by providing an original view into RIAS engagement in PSE. This dissertation involves qualitative and quantitative research methods including 18 key informant interviews, six focus groups, one interview and 434 survey responses as well as historical data, policies, procedures and artifacts at colleges and universities in Ontario. These different methodological attributes bring triangulation of sources and methods into the study. All of the data is analyzed using the student engagement conceptual framework. This study finds that PSE in Ontario seems to know little of the number, type, experiences and engagement of RIAS on campus. This research argues how and why the traditional model of engagement does not apply well to RIAS. Key findings include that RIAS are performing well academically in PSE despite the numerous barriers that they face and their lack of engagement. RIAS strong motivation to complete PSE and their inherent optimism is such that many persist to completion. One fundamental factor contributing to the lack of engagement for RIAS is their minimal social involvement in PSE. Using the findings, this dissertation provides numerous recommendations for changes to institutional policies and procedures to further RIAS engagement. Both academic and social engagement of RIAS in PSE significantly predict the hallmarks of a liberal education. This is a noteworthy reason for PSE to make an investment in the engagement of RIAS in Ontario PSE. This study therefore has implications for theory and practice in PSE in Ontario. Through developing creative ways to remove barriers and augment supports for RIAS in PSE, RIAS may begin to be more engaged in PSE. This noble endeavour can help RIAS more fully develop into engaged citizens and truly assist them in their settlement experience in Ontario. Advisors/Committee Members: Axelrod, Paul D. (advisor), Theory of participation (advisor).

Subjects/Keywords: Higher education; Education policy; Adult education; Traditional student; Immigrant; Immigrant education; Engagement; Student engagement; Recent immigrant; Adult student; Immigrant adult student; Immigrant student engagement; Recent immigrant adult student engagement; Ontario; Post-secondary education; Higher education; Ontario post-secondary education; PSE; Education policy; Ontario education policy; Ontario post-secondary education policy; English as a second language; liberal education; Barrier; Access; Persistence; Completion; Retention; Student retention; College; University; Ontario college; Ontario university; Qualitative research; Quantitative research; Engagement literature; Adult engagement literature; Student experience; Adult student experience; Immigrant student experience; Adult immigrant student experience; Recent immigrant adult student experience; Engagement model; Student engagement model; Immigrant student engagement model; Continuing education; Educational test; Educational measurement; Higher education administration; Education administration; Philosophy of education; Philosophy of liberal education; Public policy; Sociology of education; Education leadership; Education; Academic engagement; Social engagement; Citizen; Citizenship; Settlement; Immigrant settlement; Academic involvement; Social involvement; Labor market; Immigrant labor market; Immigrant labor market participation; International student; Student outcome; Post-secondary student outcome; Faculty; Faculty involvement; Student support service; Institutional departure; Diverse student; Non-traditional student; Non-traditional student engagement; Survey; Focus group; Learning; Student learning; Financial aid; Admission; Club; Student club; Orientation; Advanced standing; Age; Culture; Lack of time; Lack of money; Stress; Student stress; Canadian educational system; English support; Key informant

…272 Defining a Recent Immigrant Adult Student in Ontario Post-Secondary Education… …factors and strategies that contribute to the effective engagement of recent immigrant adult… …x28;LSIC) data indicates that of the recent immigrant adults who enter Canada, 40… …recent immigrant adult students (RIAS) face in PSE in North America (Chau, 2012… …overcoming racial barriers. Given that recent immigrant adults enter Ontario colleges and… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Grabke, S. V. R. (2014). Institutional Strategies and Factors that Contribute to the Engagement of Recent Immigrant Adult Students in Ontario Post-Secondary Education. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/27554

Chicago Manual of Style (16th Edition):

Grabke, Sheldon Vaughn Richard. “Institutional Strategies and Factors that Contribute to the Engagement of Recent Immigrant Adult Students in Ontario Post-Secondary Education.” 2014. Doctoral Dissertation, York University. Accessed September 18, 2019. http://hdl.handle.net/10315/27554.

MLA Handbook (7th Edition):

Grabke, Sheldon Vaughn Richard. “Institutional Strategies and Factors that Contribute to the Engagement of Recent Immigrant Adult Students in Ontario Post-Secondary Education.” 2014. Web. 18 Sep 2019.

Vancouver:

Grabke SVR. Institutional Strategies and Factors that Contribute to the Engagement of Recent Immigrant Adult Students in Ontario Post-Secondary Education. [Internet] [Doctoral dissertation]. York University; 2014. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10315/27554.

Council of Science Editors:

Grabke SVR. Institutional Strategies and Factors that Contribute to the Engagement of Recent Immigrant Adult Students in Ontario Post-Secondary Education. [Doctoral Dissertation]. York University; 2014. Available from: http://hdl.handle.net/10315/27554

3. Charette, Josée. Représentations sociales sur l’école et stratégies déployées par des parents récemment immigrés pour soutenir l’expérience socioscolaire de leurs enfants dans la société d’accueil : regards croisés de parents et d’ICSI .

Degree: 2016, Université de Montréal

Cette recherche a pour but d’étudier le rapport à l’école et à la scolarisation de parents d’élèves récemment immigrés au Québec. Plus précisément, elle étudie les représentations sociales (RS) de ces parents sur les systèmes scolaires de leurs sociétés d’accueil et d’origine ainsi que les stratégies qu’ils déploient pour soutenir l’expérience socioscolaire de leurs enfants dans le contexte scolaire québécois. L’originalité de notre étude réside à la fois dans le recours aux RS pour étudier le rapport à l’école des parents, dans la considération de leur situation prémigratoire et dans le croisement de deux points de vue sur la situation d’intérêt, soit celui de parents récemment immigrés ainsi que d’intervenants et d’intervenantes communautaires scolaires interculturels (ICSI). Ancrée dans une démarche qualitative interprétative exploratoire, notre collecte de données s’est faite auprès de six ICSI (6) et de vingt-cinq parents d’élèves québécois récemment immigrés (25). Les deux groupes de sujets ont été rencontrés dans le cadre d’entrevues semi-dirigées. La technique d’associations libres a aussi été mise à profit auprès des parents, afin de favoriser l’accès à la complexité de leurs RS (Carassus et Dosquet, 2010; Vidal, Rateau et Moliner, 2006). Selon nos résultats de recherche, les RS des parents récemment immigrés sur le système scolaire québécois s’ancrent plus largement dans leur expérience migratoire : motifs d’immigration et conditions d’établissement expérimentées dans la société d’accueil. Aussi, nos résultats ont montré la pertinence de structurer les RS des parents autour de quatre grands thèmes : l’intégration scolaire, sociale et professionnelle assurée par l’école; le développement intellectuel et la forme scolaire; divers enjeux de socialisation véhiculés à l’école et dans la société québécoises; les relations école-familles immigrantes. Dans ce sens, bien que les parents mettent en contraste divers éléments des systèmes scolaires de leurs sociétés d’accueil et d’origine, leurs RS du système scolaire québécois sont surtout ancrées dans des perspectives d’avenir pour leurs enfants, interpellant fortement la capacité de l’école à intégrer ces derniers dans les milieux scolaires et socioprofessionnels de la société d’accueil. Aussi, nos données convergent vers le désir de nombreux parents que le capital humain de leurs enfants soit actualisé à leur plein potentiel dans le contexte migratoire. Nos résultats montrent aussi l’ancrage de l’école à un moment et dans un espace donnés, alors que les RS des parents illustrent souvent des valeurs socioculturelles véhiculées à l’école québécoise et des modalités des relations école-familles pas toujours connues des parents récemment arrivés au Québec. Le croisement des regards des parents et des ICSI révèle aussi de nombreuses stratégies mobilisées par les parents récemment immigrés pour soutenir l’expérience socioscolaire de leurs enfants dans la société d’accueil que nous avons catégorisées ainsi : stratégies déployées «à la maison», stratégies déployées «à… Advisors/Committee Members: Kanouté, Fasal (advisor).

Subjects/Keywords: Représentations sociales (RS); Parents récemment immigrés; Intervenants et intervenantes communautaires scolaires interculturels (ICSI); Stratégies parentales de soutien scolaire; Expérience socioscolaire d’élèves récemment immigrés; Social representations (SR); Parents from recent immigration; Community, education and cross-culture worker (CECW); Parents’ strategies to support educational experience of their child; Educational experience of newcomer immigrant students

…exclusive de l’accueil et de l’intégration culturelle, linguistique et économique des immigrant… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Charette, J. (2016). Représentations sociales sur l’école et stratégies déployées par des parents récemment immigrés pour soutenir l’expérience socioscolaire de leurs enfants dans la société d’accueil : regards croisés de parents et d’ICSI . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/16397

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Charette, Josée. “Représentations sociales sur l’école et stratégies déployées par des parents récemment immigrés pour soutenir l’expérience socioscolaire de leurs enfants dans la société d’accueil : regards croisés de parents et d’ICSI .” 2016. Thesis, Université de Montréal. Accessed September 18, 2019. http://hdl.handle.net/1866/16397.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Charette, Josée. “Représentations sociales sur l’école et stratégies déployées par des parents récemment immigrés pour soutenir l’expérience socioscolaire de leurs enfants dans la société d’accueil : regards croisés de parents et d’ICSI .” 2016. Web. 18 Sep 2019.

Vancouver:

Charette J. Représentations sociales sur l’école et stratégies déployées par des parents récemment immigrés pour soutenir l’expérience socioscolaire de leurs enfants dans la société d’accueil : regards croisés de parents et d’ICSI . [Internet] [Thesis]. Université de Montréal; 2016. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1866/16397.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Charette J. Représentations sociales sur l’école et stratégies déployées par des parents récemment immigrés pour soutenir l’expérience socioscolaire de leurs enfants dans la société d’accueil : regards croisés de parents et d’ICSI . [Thesis]. Université de Montréal; 2016. Available from: http://hdl.handle.net/1866/16397

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.