subject:(immigrant)

University of Georgia

1. Chaumba, Josphine. The effects of social capital on the integration of Zimbabwean immigrants into the United States.

Degree: PhD, Social Work, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/chaumba_josphine_201005_phd

► Increasing diversity among contemporary immigrants to the United States calls for contextualized analyses of specific immigrant groups to gain an understanding of their integration needs,… (more)

▼ Increasing diversity among contemporary immigrants to the United States calls for contextualized analyses of specific immigrant groups to gain an understanding of their integration needs, strengths and resources so that these may be used to inform social work practice. This study explores the processes through which Zimbabweans in the Atlanta metropolitan area draw on their social capital to enhance their integration outcomes, in particular, employment. Using a triangulation-convergence model mixed-methods design, this study examined the effects of social capital on fulltime employment and underemployment and investigated the types of social resources that Zimbabwean immigrants find useful as they settle in the new country. Adult Zimbabwean immigrants over 18 years of age (N = 103) completed a survey that assessed their social networks, participation in groups, employment status and demographic information. Twelve participants were selected from those who had completed the survey to participate in in-depth interviews that asked about their immigration to the United States, participation in social groups, and life experiences. Logistic regression was used to test the effects of three social capital variables, close friends, group memberships and the diversity of most important group on full-time employment and underemployment. Inductive analysis was used to identify the types of social resources that the participants in this study viewed as important to their integration. Quantitative results provide evidence that the diversity of most important group is a significant factor in reducing underemployment. Participants who participated in groups that had members from diverse educational, ethnic, religious, occupational backgrounds and gender diversity were less likely to be underemployed. Qualitative results enhanced quantitative findings by illustrating the specific social resources that Zimbabweans accessed form diverse networks, such as information, material goods, informal services, and social support. Thus possessing diverse networks is of paramount importance for new immigrants. Social workers can assist immigrants with the creation and strengthening of bridging and linking ties that can offer social resources that promote career development. Further research is needed to fully understand the effects of social capital on various employment outcomes and with diverse client groups. Implications for theory, social work practice and research are provided. Advisors/Committee Members: Larry Nackerud.

Subjects/Keywords: Immigrant Integration

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APA (6^th Edition):

Chaumba, J. (2010). The effects of social capital on the integration of Zimbabwean immigrants into the United States. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/chaumba_josphine_201005_phd

Chicago Manual of Style (16^th Edition):

Chaumba, Josphine. “The effects of social capital on the integration of Zimbabwean immigrants into the United States.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020. http://purl.galileo.usg.edu/uga_etd/chaumba_josphine_201005_phd.

MLA Handbook (7^th Edition):

Chaumba, Josphine. “The effects of social capital on the integration of Zimbabwean immigrants into the United States.” 2010. Web. 26 Feb 2020.

Vancouver:

Chaumba J. The effects of social capital on the integration of Zimbabwean immigrants into the United States. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 26]. Available from: http://purl.galileo.usg.edu/uga_etd/chaumba_josphine_201005_phd.

Council of Science Editors:

Chaumba J. The effects of social capital on the integration of Zimbabwean immigrants into the United States. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/chaumba_josphine_201005_phd

University of Georgia

2. Lee, Jeehae. What is it like to be an immigrant teacher in the U.S. schools?: the challenges they face and their strengths.

Degree: PhD, Elementary Education, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/lee_jeehae_201012_phd

► In spite of the increasing need for more teachers from similar cultural and linguistic backgrounds with English Language Learners in the U.S. schools, there has… (more)

▼ In spite of the increasing need for more teachers from similar cultural and linguistic backgrounds with English Language Learners in the U.S. schools, there has been little research on the experiences of immigrant teachers. Moreover, the majority of existing research studies of immigrant teachers were conducted outside the United States such as Australia, Canada, Great Britain, and Israel. Compared to these other countries, however, the United States has not been active in producing research on immigrant teachers and exploring the implications of this line of research for the field of teacher education. The purpose of this study is to examine the lived experiences of three multilingual and multicultural immigrant teachers as they work as certified teachers in the U.S. public schools. A phenomenological research methodology was used as a philosophical approach for this dissertation study. Phenomenology studies these experiences as experienced from the first person point of view. Phenomenological interviews, initial bridling statement and bridling journal entries were used for data collection of the study. For data analysis, the whole-part-whole analysis was used. This study found that the immigrant teachers experienced sociocultural challenges due to the cultural differences, prejudices, and their lack of cultural capital of the host society. The immigrant teachers coped with their challenges using educational resources (e.g., professional learning), religion, social networks, and personal dispositions (e.g., dealing with angry parents, conflicts with colleagues, and the lack of instructional support). The immigrant teachers demonstrated strengths such as multilingual ability, international teaching experiences, professionalism, continuing self-improvement, keeping good relationships with school administrators, leadership, passion for teaching, and tenacity. The immigrant teachers had positive experiences when they were appreciated and recognized as a competent teacher by their colleagues, school administrators, students’ parents, and their students. This study highlighted the immigrant teachers’ qualities using the Yosso’s six forms of capital and also suggested “leadership capital” to be added onto Yosso’s six forms of capital. The study concludes with implications for school administrators, professional development, teacher education programs at university, parents/students/teachers, and immigrant teachers. Advisors/Committee Members: Kyunghwa Lee.

Subjects/Keywords: Immigrant teachers

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APA (6^th Edition):

Lee, J. (2010). What is it like to be an immigrant teacher in the U.S. schools?: the challenges they face and their strengths. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lee_jeehae_201012_phd

Chicago Manual of Style (16^th Edition):

Lee, Jeehae. “What is it like to be an immigrant teacher in the U.S. schools?: the challenges they face and their strengths.” 2010. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020. http://purl.galileo.usg.edu/uga_etd/lee_jeehae_201012_phd.

MLA Handbook (7^th Edition):

Lee, Jeehae. “What is it like to be an immigrant teacher in the U.S. schools?: the challenges they face and their strengths.” 2010. Web. 26 Feb 2020.

Vancouver:

Lee J. What is it like to be an immigrant teacher in the U.S. schools?: the challenges they face and their strengths. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Feb 26]. Available from: http://purl.galileo.usg.edu/uga_etd/lee_jeehae_201012_phd.

Council of Science Editors:

Lee J. What is it like to be an immigrant teacher in the U.S. schools?: the challenges they face and their strengths. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/lee_jeehae_201012_phd

Texas A&M University

3. Lozano, Augustina. The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success.

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155029

► The purpose of this qualitative study is to challenge the general beliefs and labels often associated with Latina/o immigrant students, especially unauthorized students, to give… (more)

▼ The purpose of this qualitative study is to challenge the general beliefs and labels often associated with Latina/o immigrant students, especially unauthorized students, to give a voice and meaning to the thousands of unauthorized students walking the halls of Texas public schools, to understand the experiences of one unauthorized Latino immigrant student, and to add to the discussion regarding current policies and practices in effect for Latina/o immigrant students. A life narrative inquiry method was used in this study. Data were collected through five interviews conducted with the primary subject, one interview conducted with both of his parents, and one interview conducted with the subject?s high school principal. The purpose of each interview was to gain insight into the subject?s academic experiences as traversed within the socialized structures of a public school district. The interviews were audiotaped, translated into English as needed, and then transcribed by two third party members. Data were also collected through the subject?s academic records provided by the subject. This study began with one recurring question: What are the academic experiences of one unauthorized Latino immigrant student as traversed within the socialized structures of a public school system? The study was framed by one theoretical framework, racial opportunity cost (ROC). Data were analyzed using critically reflective analysis. The subject?s life narrative is presented in eight vignettes that offer an in-depth view of his experiences coupled with my personal reflections and knowledge of the subject?s story. The use of ROC as the theoretical framework impacted this study foremost by allowing the cultural viewpoints the subject experienced as truth and draws attention to school culture as having a significant impact on the academic experiences of Latina/o immigrant children. Two conclusions were made from this study. First, Latina/o immigrant youth primarily require social-emotional support above academic support, and secondly, well-prepared teachers are warranted to ensure the academic success of Latina/o immigrant youth. Recommendations for future research lend themselves toward further research from both immigrant students and their parents? perspectives regarding their experiences in public school, policy regarding Latina/o immigrant youth, and educational leadership development. Advisors/Committee Members: Venzant Chambers, Terah T. (advisor), Irby, Beverly J. (advisor), Sandlin , Judy (committee member), Graham , Blease (committee member).

Subjects/Keywords: immigrant; ELL

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APA (6^th Edition):

Lozano, A. (2015). The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155029

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

Chicago Manual of Style (16^th Edition):

Lozano, Augustina. “The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success.” 2015. Thesis, Texas A&M University. Accessed February 26, 2020. http://hdl.handle.net/1969.1/155029.

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

MLA Handbook (7^th Edition):

Lozano, Augustina. “The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success.” 2015. Web. 26 Feb 2020.

Vancouver:

Lozano A. The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1969.1/155029.

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

Council of Science Editors:

Lozano A. The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155029

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

4. -4308-3187. Positioning of Korean immigrant parents of children with autism spectrum disorder on physical education programming in the United States.

Degree: PhD, Kinesiology, 2018, Texas Woman's University

URL: http://hdl.handle.net/11274/11004

► An important goal for children with Autism Spectrum Disorder (ASD) is to increase physical activity participation as it has been documented that physical activity participation… (more)

▼ An important goal for children with Autism Spectrum Disorder (ASD) is to increase physical activity participation as it has been documented that physical activity participation for children with ASD is significantly lower than their typically developing peers (Pan, 2008). To that end, the roles of parents are significant in increasing physical activity participation of children with ASD (Chaapel, Columna, Lytle, & Bailey, 2013). Moreover, families need to work together with school personnel to provide quality educational programming for their children with ASD (IDEA, 2004). With the U.S. special educational system, the number of students with disabilities from immigrant families has been increasing. Like other parents in the U.S., immigrant parents want appropriate and quality educational services for their children with disabilities, including physical education services (Cho, Singer, & Brenner, 2001). Therefore, the purpose of the study was to analyze positioning of Korean immigrant parents of children with ASD on physical education programming in the U.S. Five Korean immigrant parents of children with ASD (four mothers of children with ASD and one father of a child with ASD), who were immigrants, were recruited to participate in the study and to share information about their children's educational services. In using qualitative research design, different positions of Korean immigrant parents were explored; data were transcribed, and analyzed using thematic analysis, and then re-analyzed for themes using the position theory. During the data analysis procedure, re-current themes (i.e., common positions) and associated subthemes emerged from the data (e.g., interview with parents, review IEP documents, field notes). Evident throughout this study was that many immigrant parents of children with ASD were disconnected from the U.S. special education system due to cultural and language barriers. In addition, most Korean immigrant parents in this study were uncertain about GPE and APE for their children with ASD. However, within the limitations of this study, the immigrant parents of children with ASD highly valued the quality of educational services and wanted to be positioned as active in their roles in the U.S. educational landscape including GPE and APE service delivery. It is a critical request based on the findings of the study that more comprehensive support and understanding are needed for immigrant parents of children with ASD to participate in the educational process for their children within the U.S. The most salient message from the study is that GPE and APE teachers should be a part of supportive teams to assist immigrant parents to be more knowledgeable about GPE and APE and to encourage immigrant parents to facilitate their children’s engagement in GPE and APE classes. An important goal for children with Autism Spectrum Disorder (ASD) is to increase physical activity participation as it has been documented that physical activity participation for children with ASD is significantly lower than their… Advisors/Committee Members: Dillon, Suzanna R (advisor), Dillon, Suzanna (committee member).

Subjects/Keywords: Autism; Immigrant

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APA (6^th Edition):

-4308-3187. (2018). Positioning of Korean immigrant parents of children with autism spectrum disorder on physical education programming in the United States. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/11004

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-4308-3187. “Positioning of Korean immigrant parents of children with autism spectrum disorder on physical education programming in the United States.” 2018. Doctoral Dissertation, Texas Woman's University. Accessed February 26, 2020. http://hdl.handle.net/11274/11004.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-4308-3187. “Positioning of Korean immigrant parents of children with autism spectrum disorder on physical education programming in the United States.” 2018. Web. 26 Feb 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4308-3187. Positioning of Korean immigrant parents of children with autism spectrum disorder on physical education programming in the United States. [Internet] [Doctoral dissertation]. Texas Woman's University; 2018. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/11274/11004.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-4308-3187. Positioning of Korean immigrant parents of children with autism spectrum disorder on physical education programming in the United States. [Doctoral Dissertation]. Texas Woman's University; 2018. Available from: http://hdl.handle.net/11274/11004

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Queens University

5. Subedi, Rajendra P. Healthy Immigrants? Healthy Workers? High-Skilled Immigrants Working in Low-Skilled Jobs in Ottawa, Canada .

Degree: Geography, 2016, Queens University

URL: http://hdl.handle.net/1974/14296

► Immigrants play very important roles in maintaining demographic balance, cultural diversity and the economic prosperity of Canada, but new immigrants face challenges such as unemployment,… (more)

▼ Immigrants play very important roles in maintaining demographic balance, cultural diversity and the economic prosperity of Canada, but new immigrants face challenges such as unemployment, underemployment, job insecurity, poverty and a poorer quality of life (Jackson, 2005). A significant number of foreign-trained skilled workers are employed in low-skilled service sector jobs in major Canadian cities (Creese & Wiebe, 2009). These workers tend to have elevated mental and physical health problems because of lower self-esteem and job dissatisfaction; extended hours of work with minimum wages; and job insecurity. They are generally sleep-deprived and are more likely to follow unhealthy behaviours and lifestyles. Therefore, the major objective of this thesis was to understand the role of work-related stress, job-dissatisfaction, health behaviours and lifestyle in determining mental and physical health status of immigrants working as taxi drivers, and convenience store or gas station workers in the city of Ottawa, Canada. This thesis used a “sequential explanatory” mixed-methods approach of data collection and analysis (Creswell, 2009). Secondary data from the 2001 and 2010 Canadian Community Health Survey (CCHS) and primary survey (n=146) and interview (n=19) data collected in the City of Ottawa in 2014 were analyzed to understand skilled immigrants’ mental and physical health status and their determinants. The findings of the research are organized into four chapters. Descriptive and inferential statistics were used to understand the determinants of deteriorating health status of the general immigrant population in Canada and also to understand the predictors of mental and physical health status specific to skilled immigrants working in the city of Ottawa. The interview data were analyzed using a Grounded Theory (GT) approach to understand perceived work-related stress, social status and health status of high-skilled immigrants working in low-skilled jobs. The findings reveal that skilled immigrants working in low-skilled jobs have a higher level of work-related stress, job dissatisfaction, and poor mental and physical health status. The findings contribute to the existing literature on the debates about the Healthy Immigrant Effect (HIE), Healthy Worker Effect (HWE) and broader immigration policy by exploring the health status of skilled immigrants working in low-skilled jobs.

Subjects/Keywords: health; immigrant

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APA (6^th Edition):

Subedi, R. P. (2016). Healthy Immigrants? Healthy Workers? High-Skilled Immigrants Working in Low-Skilled Jobs in Ottawa, Canada . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/14296

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

Chicago Manual of Style (16^th Edition):

Subedi, Rajendra P. “Healthy Immigrants? Healthy Workers? High-Skilled Immigrants Working in Low-Skilled Jobs in Ottawa, Canada .” 2016. Thesis, Queens University. Accessed February 26, 2020. http://hdl.handle.net/1974/14296.

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

MLA Handbook (7^th Edition):

Subedi, Rajendra P. “Healthy Immigrants? Healthy Workers? High-Skilled Immigrants Working in Low-Skilled Jobs in Ottawa, Canada .” 2016. Web. 26 Feb 2020.

Vancouver:

Subedi RP. Healthy Immigrants? Healthy Workers? High-Skilled Immigrants Working in Low-Skilled Jobs in Ottawa, Canada . [Internet] [Thesis]. Queens University; 2016. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1974/14296.

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

Council of Science Editors:

Subedi RP. Healthy Immigrants? Healthy Workers? High-Skilled Immigrants Working in Low-Skilled Jobs in Ottawa, Canada . [Thesis]. Queens University; 2016. Available from: http://hdl.handle.net/1974/14296

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

Texas A&M University

6. Saah, Lychene. Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10700

► Historically, Liberian immigrants to the United States tended to be wealthy, educated individuals who wanted their children to acquire a Western education. The thirteen-year Liberian… (more)

▼ Historically, Liberian immigrants to the United States tended to be wealthy, educated individuals who wanted their children to acquire a Western education. The thirteen-year Liberian Civil War resulted in a new wave of U.S. migration. Many recent Liberian immigrants hold low socio-economic statuses. Some came to this country illiterate or with gaps in their education. This has created a cultural-educational gap amongst newly arrived Liberian immigrants. Many young Liberian immigrants struggle with educational and socialization issues. Studies have been conducted on the acculturation experiences of youths from Europe, Asia, and South and Central America. Yet to date, very little research has been done on the lives of African youth, especially those who emigrated from Liberia after the civil war. Their voices have been missing from the literature. This qualitative study provides narratives of four Liberian immigrant youths, between the ages of 18 and 22 years old, who formerly attended schools in Liberia, have lived in the U.S. less than ten years, and have attended at least three years of high school in the United States. Each youth was interviewed regarding their school, home, and community acculturation experiences. Excerpts of their interviews allow the reader to hear the participants' stories in their own words. Findings of the research from emergent themes indicate that the Liberian immigrant youths had many commonalities in their acculturation experiences such as: accent ridicule, bullying by peers, fights between African Americans and Liberian immigrants, and lack of appreciation for African cultures. The participants also struggled with ethnic identity issues, limited finances, and unjust educational and social systems in the United States. All four Liberian immigrants experienced some type of external and internal conflicts. A relationship was found between the possession of resiliency traits and the Liberian immigrant youths' abilities to handle conflicts and successfully acculturate to the United States. Two participants possessed strong resiliency characteristics such as autonomy, problem solving abilities, abilities to forgive, a sense of purpose and future, and creativity. They had favorable acculturation experiences, successfully graduating from high school. Two other participants lacked resiliency traits and had less favorable acculturation experiences. They succumbed to external and internal conflicts and dropped out of high school. Advisors/Committee Members: Larke, Patricia J. (advisor), Carter, Norvella P. (committee member), Clark, M. Carolyn (committee member), Alfred, Mary V. (committee member).

Subjects/Keywords: Acculturation; Liberian Immigrant Youth; African Immigrant Youth

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APA (6^th Edition):

Saah, L. (2012). Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10700

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

Chicago Manual of Style (16^th Edition):

Saah, Lychene. “Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States.” 2012. Thesis, Texas A&M University. Accessed February 26, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10700.

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

MLA Handbook (7^th Edition):

Saah, Lychene. “Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States.” 2012. Web. 26 Feb 2020.

Vancouver:

Saah L. Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10700.

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

Council of Science Editors:

Saah L. Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10700

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

Cornell University

7. Zepeda, John. Dignity'S Revolt: Threat, Identity, And Immigrant Mass Mobilization .

Degree: 2011, Cornell University

URL: http://hdl.handle.net/1813/30664

► This dissertation analyzes the unprecedented, nationwide immigrant rights protest wave of 2006 and its effects on the national electorate and policymaking process. Specifically, the study… (more)

▼ This dissertation analyzes the unprecedented, nationwide immigrant rights protest wave of 2006 and its effects on the national electorate and policymaking process. Specifically, the study focuses on three research questions: 1) What explains the surprising rise and abrupt decline of the demonstrations across the country?; 2) How were the marches organized, and what explains variation in the levels of mobilization in both expected and unexpected locations?; and 3) What, if any, effects did the wave of protests produce? To answer these questions, I use various data sources (e.g., more than 120 in-depth interviews, participant observation, newspaper archives, public opinion research, Census data, and data from the Department of Homeland Security) and perform multiple case studies. My findings indicate that a legislative threat to undocumented immigrants, and those who assisted them, helped create the opportunity for immigrant mass mobilization. This threat - along with the subsequent xenophobic rhetoric and discrimination against both immigrants and U.S.-born people of color from immigrant descent - helped create a collective identity and motivation to take action among supporters of immigrant rights. My results show that, through the utilization of local community resources and networks, immigrants formed broad coalitions to organize the demonstrations and diffused their calls for protest through ethnic media outlets. I find that levels of mobilization varied by the degree to which different immigrant ethnic groups felt threatened. Once the legislative attack had subsided, the movement shifted its focus to more institutional forms of politics. For the policymaking process, the immediate effects of the protest wave were that it helped prevent an anti-immigrant bill from passing in the Senate, while at the same time hurt activists' attempts to win legalization for undocumented immigrants. In terms of their indirect and long-term impacts, the demonstrations helped provide the momentum and laid the foundation for an unprecedented national campaign to naturalize, register, and mobilize millions of immigrants to vote, an impact that influenced the outcome of the historic presidential election of 2008. Advisors/Committee Members: Garcia, Maria Cristina (committeeMember), Tarrow, Sidney G (committeeMember), Soule, Sarah Anne (committeeMember).

Subjects/Keywords: 2006 immigrant protests; immigrant activism; Latino Politics

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APA (6^th Edition):

Zepeda, J. (2011). Dignity'S Revolt: Threat, Identity, And Immigrant Mass Mobilization . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/30664

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

Chicago Manual of Style (16^th Edition):

Zepeda, John. “Dignity'S Revolt: Threat, Identity, And Immigrant Mass Mobilization .” 2011. Thesis, Cornell University. Accessed February 26, 2020. http://hdl.handle.net/1813/30664.

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

MLA Handbook (7^th Edition):

Zepeda, John. “Dignity'S Revolt: Threat, Identity, And Immigrant Mass Mobilization .” 2011. Web. 26 Feb 2020.

Vancouver:

Zepeda J. Dignity'S Revolt: Threat, Identity, And Immigrant Mass Mobilization . [Internet] [Thesis]. Cornell University; 2011. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1813/30664.

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

Council of Science Editors:

Zepeda J. Dignity'S Revolt: Threat, Identity, And Immigrant Mass Mobilization . [Thesis]. Cornell University; 2011. Available from: http://hdl.handle.net/1813/30664

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

Temple University

8. Lancaster, Jennifer. RELIGIOUS AND ETHNIC IDENTITY AMONG POST-1965 IMMIGRANT CONGREGATIONS IN THE PROTESTANT MAINLINE: AN OROMO CASE STUDY.

Degree: PhD, 2013, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,214825

►

Religion

This dissertation is an ethnographic study of Oromo Presbyterian Evangelical Church located in Lancaster, Pennsylvania. The case study of this congregation contributes to our… (more)

Subjects/Keywords: Religion; Immigrant; Oromo

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APA (6^th Edition):

Lancaster, J. (2013). RELIGIOUS AND ETHNIC IDENTITY AMONG POST-1965 IMMIGRANT CONGREGATIONS IN THE PROTESTANT MAINLINE: AN OROMO CASE STUDY. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,214825

Chicago Manual of Style (16^th Edition):

Lancaster, Jennifer. “RELIGIOUS AND ETHNIC IDENTITY AMONG POST-1965 IMMIGRANT CONGREGATIONS IN THE PROTESTANT MAINLINE: AN OROMO CASE STUDY.” 2013. Doctoral Dissertation, Temple University. Accessed February 26, 2020. http://digital.library.temple.edu/u?/p245801coll10,214825.

MLA Handbook (7^th Edition):

Lancaster, Jennifer. “RELIGIOUS AND ETHNIC IDENTITY AMONG POST-1965 IMMIGRANT CONGREGATIONS IN THE PROTESTANT MAINLINE: AN OROMO CASE STUDY.” 2013. Web. 26 Feb 2020.

Vancouver:

Lancaster J. RELIGIOUS AND ETHNIC IDENTITY AMONG POST-1965 IMMIGRANT CONGREGATIONS IN THE PROTESTANT MAINLINE: AN OROMO CASE STUDY. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2020 Feb 26]. Available from: http://digital.library.temple.edu/u?/p245801coll10,214825.

Council of Science Editors:

Lancaster J. RELIGIOUS AND ETHNIC IDENTITY AMONG POST-1965 IMMIGRANT CONGREGATIONS IN THE PROTESTANT MAINLINE: AN OROMO CASE STUDY. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,214825

University of Manitoba

9. Bhaskaran, Joanna. An examination of immigrant status and association with childhood obesity.

Degree: Psychology, 2014, University of Manitoba

URL: http://hdl.handle.net/1993/23403

► Research regarding childhood obesity in Canadian children has failed to address the effects of immigration on weight status. This study examined correlates of obesity and… (more)

Subjects/Keywords: obesity; immigrant; children

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APA (6^th Edition):

Bhaskaran, J. (2014). An examination of immigrant status and association with childhood obesity. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/23403

Chicago Manual of Style (16^th Edition):

Bhaskaran, Joanna. “An examination of immigrant status and association with childhood obesity.” 2014. Masters Thesis, University of Manitoba. Accessed February 26, 2020. http://hdl.handle.net/1993/23403.

MLA Handbook (7^th Edition):

Bhaskaran, Joanna. “An examination of immigrant status and association with childhood obesity.” 2014. Web. 26 Feb 2020.

Vancouver:

Bhaskaran J. An examination of immigrant status and association with childhood obesity. [Internet] [Masters thesis]. University of Manitoba; 2014. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1993/23403.

Council of Science Editors:

Bhaskaran J. An examination of immigrant status and association with childhood obesity. [Masters Thesis]. University of Manitoba; 2014. Available from: http://hdl.handle.net/1993/23403

University of Waikato

10. Okuyama, Lucinda. An Investigation of the Communal and Individual Resilience of Immigrant Women in New Zealand .

Degree: 2014, University of Waikato

URL: http://hdl.handle.net/10289/8652

► Some immigrant women face triple discrimination due to their, gender, ethnicity and immigrant status. The voices of immigrant women are absent from literature on immigration,… (more)

Subjects/Keywords: Resilience; immigrant; women

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APA (6^th Edition):

Okuyama, L. (2014). An Investigation of the Communal and Individual Resilience of Immigrant Women in New Zealand . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8652

Chicago Manual of Style (16^th Edition):

Okuyama, Lucinda. “An Investigation of the Communal and Individual Resilience of Immigrant Women in New Zealand .” 2014. Masters Thesis, University of Waikato. Accessed February 26, 2020. http://hdl.handle.net/10289/8652.

MLA Handbook (7^th Edition):

Okuyama, Lucinda. “An Investigation of the Communal and Individual Resilience of Immigrant Women in New Zealand .” 2014. Web. 26 Feb 2020.

Vancouver:

Okuyama L. An Investigation of the Communal and Individual Resilience of Immigrant Women in New Zealand . [Internet] [Masters thesis]. University of Waikato; 2014. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10289/8652.

Council of Science Editors:

Okuyama L. An Investigation of the Communal and Individual Resilience of Immigrant Women in New Zealand . [Masters Thesis]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/8652

Louisiana State University

11. Harrelson, Merritt Christian Rachel. Life Satisfaction and Healthcare Utilization Among Immigrants to the United States.

Degree: MSW, Community Health, 2019, Louisiana State University

URL: https://digitalcommons.lsu.edu/gradschool_theses/4999

► Previous research suggests a relationship between life satisfaction and healthcare utilization or HCU (Habibov & Afandi, 2016; Kim, Park, Sun, Smith, & Peterson, 2014).… (more)

Subjects/Keywords: Immigrant; Health; Older

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APA (6^th Edition):

Harrelson, M. C. R. (2019). Life Satisfaction and Healthcare Utilization Among Immigrants to the United States. (Masters Thesis). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_theses/4999

Chicago Manual of Style (16^th Edition):

Harrelson, Merritt Christian Rachel. “Life Satisfaction and Healthcare Utilization Among Immigrants to the United States.” 2019. Masters Thesis, Louisiana State University. Accessed February 26, 2020. https://digitalcommons.lsu.edu/gradschool_theses/4999.

MLA Handbook (7^th Edition):

Harrelson, Merritt Christian Rachel. “Life Satisfaction and Healthcare Utilization Among Immigrants to the United States.” 2019. Web. 26 Feb 2020.

Vancouver:

Harrelson MCR. Life Satisfaction and Healthcare Utilization Among Immigrants to the United States. [Internet] [Masters thesis]. Louisiana State University; 2019. [cited 2020 Feb 26]. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4999.

Council of Science Editors:

Harrelson MCR. Life Satisfaction and Healthcare Utilization Among Immigrants to the United States. [Masters Thesis]. Louisiana State University; 2019. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4999

University of California – Irvine

12. Burciaga, Edelina Muñoz. The Latino Undocumented 1.5-generation: Navigating Belonging in New and Old Destinations.

Degree: Sociology, 2016, University of California – Irvine

URL: http://www.escholarship.org/uc/item/9vc4z6mq

► 11 million undocumented immigrants live in the United States. Of these, about 2 million are members of the undocumented 1.5-generation, meaning they came to the… (more)

▼ 11 million undocumented immigrants live in the United States. Of these, about 2 million are members of the undocumented 1.5-generation, meaning they came to the United States as children and remain here without a pathway to citizenship. This dissertation fills a gap in the immigration literature by comparing the incorporation experiences of undocumented young adults living in welcoming and hostile contexts. I specifically examine if and how state laws and policies shape the incorporation pathways of this group. Drawing from in-depth interviews with 70 Latino undocumented young adults, ages 18-30, in Los Angeles, California and Atlanta, Georgia, I find that Latino undocumented young adults negotiate multiple social and legal contexts as they navigate the transition to adulthood. I argue that Latino undocumented young adults’ connection to their families intersects with state laws and policies and an uncertain federal policy landscape to shape their everyday lived experience as well as their aspirations for their futures. To explain how these social and legal contexts intersect, I introduce the concept of nested socio-legal contexts. In three empirical chapters, I examine how nested socio-legal contexts shape Latino undocumented young adults in key areas of their lives including identity development, education, and political participation. Despite growing up and living in very different contexts, I find that Latino undocumented young adults in California and Georgia describe surprisingly similar feelings of uncertainty about their present lives and their futures. The federal political climate is a significant force that influences Latino undocumented young adults’ ideas about “Americanness” and citizenship, which in turn shapes their ethnic identity. State laws and policies, especially in the realm of higher educational access, create structural barriers at different points for Latino young adults in California and Georgia, impacting their opportunities for social mobility and sense of belonging. In both states, Latino undocumented young adults are deeply motivated by their parents’ migration sacrifices. This shapes nearly every facet of their lives including their educational aspirations and political participation. Ultimately, I argue that Latino undocumented young adults’ experiences of “illegality” and belonging are informed by nested socio-legal contexts that creates both inclusion and exclusion.

Subjects/Keywords: Sociology; education; immigrant incorporation; immigration law; new immigrant destinations; undocumented immigrant youth

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APA (6^th Edition):

Burciaga, E. M. (2016). The Latino Undocumented 1.5-generation: Navigating Belonging in New and Old Destinations. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/9vc4z6mq

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

Chicago Manual of Style (16^th Edition):

Burciaga, Edelina Muñoz. “The Latino Undocumented 1.5-generation: Navigating Belonging in New and Old Destinations.” 2016. Thesis, University of California – Irvine. Accessed February 26, 2020. http://www.escholarship.org/uc/item/9vc4z6mq.

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

MLA Handbook (7^th Edition):

Burciaga, Edelina Muñoz. “The Latino Undocumented 1.5-generation: Navigating Belonging in New and Old Destinations.” 2016. Web. 26 Feb 2020.

Vancouver:

Burciaga EM. The Latino Undocumented 1.5-generation: Navigating Belonging in New and Old Destinations. [Internet] [Thesis]. University of California – Irvine; 2016. [cited 2020 Feb 26]. Available from: http://www.escholarship.org/uc/item/9vc4z6mq.

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

Council of Science Editors:

Burciaga EM. The Latino Undocumented 1.5-generation: Navigating Belonging in New and Old Destinations. [Thesis]. University of California – Irvine; 2016. Available from: http://www.escholarship.org/uc/item/9vc4z6mq

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

University of Utah

13. Day, Jayme E. Social capital, immigrant status, and adolescent mental health: the role of family, school, and neighborhood.

Degree: MS;, Sociology;, 2007, University of Utah

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1206/rec/1040

► Mental well-being during adolescence is a salient predictor of quality of life in adulthood. Social capital is proposed to be a positive social resource promoting… (more)

Subjects/Keywords: Adolescence; Internalizing; Immigrant status

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APA (6^th Edition):

Day, J. E. (2007). Social capital, immigrant status, and adolescent mental health: the role of family, school, and neighborhood. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1206/rec/1040

Chicago Manual of Style (16^th Edition):

Day, Jayme E. “Social capital, immigrant status, and adolescent mental health: the role of family, school, and neighborhood.” 2007. Masters Thesis, University of Utah. Accessed February 26, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1206/rec/1040.

MLA Handbook (7^th Edition):

Day, Jayme E. “Social capital, immigrant status, and adolescent mental health: the role of family, school, and neighborhood.” 2007. Web. 26 Feb 2020.

Vancouver:

Day JE. Social capital, immigrant status, and adolescent mental health: the role of family, school, and neighborhood. [Internet] [Masters thesis]. University of Utah; 2007. [cited 2020 Feb 26]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1206/rec/1040.

Council of Science Editors:

Day JE. Social capital, immigrant status, and adolescent mental health: the role of family, school, and neighborhood. [Masters Thesis]. University of Utah; 2007. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1206/rec/1040

University of Georgia

14. Dewey, Garner Glenn. Effects of work experiences in the United States on work attitudes of Mexican immigrants.

Degree: PhD, Occupational Studies, 2004, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/dewey_garner_g_200405_phd

► The purpose of this qualitative study was to describe the work experiences and attitudes of Mexican immigrants as they transitioned into jobs in the United… (more)

Subjects/Keywords: Mexican immigrant

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APA (6^th Edition):

Dewey, G. G. (2004). Effects of work experiences in the United States on work attitudes of Mexican immigrants. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/dewey_garner_g_200405_phd

Chicago Manual of Style (16^th Edition):

Dewey, Garner Glenn. “Effects of work experiences in the United States on work attitudes of Mexican immigrants.” 2004. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020. http://purl.galileo.usg.edu/uga_etd/dewey_garner_g_200405_phd.

MLA Handbook (7^th Edition):

Dewey, Garner Glenn. “Effects of work experiences in the United States on work attitudes of Mexican immigrants.” 2004. Web. 26 Feb 2020.

Vancouver:

Dewey GG. Effects of work experiences in the United States on work attitudes of Mexican immigrants. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2020 Feb 26]. Available from: http://purl.galileo.usg.edu/uga_etd/dewey_garner_g_200405_phd.

Council of Science Editors:

Dewey GG. Effects of work experiences in the United States on work attitudes of Mexican immigrants. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/dewey_garner_g_200405_phd

University of Alberta

15. Zhang,Zhen. Becoming an entrepreneur: How Chinese Immigrants in Canada Created an Entrepreneurial Identity.

Degree: PhD, Faculty of Business, 2014, University of Alberta

URL: https://era.library.ualberta.ca/files/bn999729s

► My study attempts to answer important questions about how individuals develop an entrepreneurial identity, and what the role of family is during the identity transition… (more)

▼ My study attempts to answer important questions about how individuals develop an entrepreneurial identity, and what the role of family is during the identity transition process. To do this, I combined three streams of literature: identity theory, family capital theory, and the immigrant entrepreneurship literature. My research setting was Chinese immigrant entrepreneurs in Alberta, Canada. I employed a qualitative methodology that relied on in-depth interviews with 30 Chinese immigrant entrepreneurs discussing their stories of business start-ups. The data were then analyzed using a grounded theory approach. My analysis showed that the immigrant entrepreneurs went through three stages to construct their new identities: exploring possible selves, crafting a new identity, and consolidating identity through self-narratives. My analysis also showed that family plays an important role at each stage of identity transition. At the exploration stage, the family provides emotional support and companionship, shows belief in the entrepreneurs, and encourages the entrepreneurs to exploit their potential. At later stages, family capital is more instrumental, reducing the need for external resources. Furthermore, I found that family capital is inherently paradoxical; the interviewees revealed that family could contribute both positively and negatively to business ventures. That is, family ties that were once supportive to the business could easily transition into a hindrance; and likewise, family hindrance also had the potential to turn into family support. I then identified five strategies that immigrant entrepreneurs have adopted to manage the paradox. My study contributes to the identity work literature by delineating the process of exploratory identity construction and advancing the understandings of entrepreneurial identity construction. It also contributes to family capital theory by highlighting the significance of family in facilitating identity transition, and revealing the sometimes detrimental effect of family capital. Finally, in an effort to move away from contextual and structural hypotheses as sole explanations for the high rate of self-employment among immigrant entrepreneurs, my study draws attention to the micro-level behaviour of immigrant entrepreneurs, and provides a useful starting point from which we can deepen our understanding of the agency of immigrant entrepreneurship. Implications for policy and practice are also discussed.

Subjects/Keywords: Process; Immigrant entrepreneurship; Entrepreneurial identity

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APA (6^th Edition):

Zhang,Zhen. (2014). Becoming an entrepreneur: How Chinese Immigrants in Canada Created an Entrepreneurial Identity. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/bn999729s

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

Zhang,Zhen. “Becoming an entrepreneur: How Chinese Immigrants in Canada Created an Entrepreneurial Identity.” 2014. Doctoral Dissertation, University of Alberta. Accessed February 26, 2020. https://era.library.ualberta.ca/files/bn999729s.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

Zhang,Zhen. “Becoming an entrepreneur: How Chinese Immigrants in Canada Created an Entrepreneurial Identity.” 2014. Web. 26 Feb 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Zhang,Zhen. Becoming an entrepreneur: How Chinese Immigrants in Canada Created an Entrepreneurial Identity. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2020 Feb 26]. Available from: https://era.library.ualberta.ca/files/bn999729s.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Zhang,Zhen. Becoming an entrepreneur: How Chinese Immigrants in Canada Created an Entrepreneurial Identity. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/bn999729s

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Alberta

16. Georgis, Rebecca. More than Meets the Eye: Immigrant and Refugee Adjustment, Education, and Acculturation in Canada.

Degree: PhD, Department of Educational Psychology, 2014, University of Alberta

URL: https://era.library.ualberta.ca/files/wp988k02r

► How well immigrants and refugees adjust to Canadian society is critical for their well-being and integration. Using an acculturation development framework and emphasizing a process-oriented… (more)

▼ How well immigrants and refugees adjust to Canadian society is critical for their well-being and integration. Using an acculturation development framework and emphasizing a process-oriented and strength-based approach, this dissertation reports on three papers related to immigrant and refugee adjustment, education, and acculturation in Canada. In the first paper, I drew on ethnographic methodology to examine the school engagement of newcomer Somali parents and the ways in which engagement was facilitated in a school-based transition program. I collected multiple types of data including field notes, meeting notes, 19 individual interviews with program stakeholders (teachers, after-school staff, cultural brokers, program leadership, and representatives from immigrant serving organizations), and one group interview with 13 Somali mothers. Results showed that parental engagement was limited due to language-related barriers, dissimilar cultural and educational expectations, practical, resettlement, and social barriers. These barriers were successfully addressed in the program through various strategies including cultural brokering services and parent information meetings. In the second paper, I used the same ethnographic methodology to examine the school adjustment experiences of recently arrived Somali and Ethiopian adolescents with limited formal schooling. Field notes were recorded and interviews were conducted with 11 adolescents, 8 of their teachers, and 12 after-school/settlement staff working closely with the adolescents during their early transition years. Results highlighted the social-emotional, acculturation, and academic needs of newcomer adolescent refugees, as well as their strengths. In the third paper, I used a method of interpretive description to compare the bicultural experiences and competencies of first- and second-generation immigrants and refugees who have lived in Canada for a longer period of time and have experienced positive acculturation outcomes. Focus groups were conducted with eight first-generation and eight second-generation youth and adults. Results showed that both generations experienced acculturation challenges and developed similar bicultural competencies; however, the second generation experienced unique challenges within family and heritage peer networks. Together, the findings highlight some of the difficulties immigrants and refugees face when navigating two cultures and the need for educational supports that take into consideration their social-emotional and acculturation challenges and acknowledge their cultural capital, aspirations, and pre-migration knowledge.

Subjects/Keywords: acculturation; Canada; immigrant; adjustment; refugee

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APA (6^th Edition):

Georgis, R. (2014). More than Meets the Eye: Immigrant and Refugee Adjustment, Education, and Acculturation in Canada. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/wp988k02r

Chicago Manual of Style (16^th Edition):

Georgis, Rebecca. “More than Meets the Eye: Immigrant and Refugee Adjustment, Education, and Acculturation in Canada.” 2014. Doctoral Dissertation, University of Alberta. Accessed February 26, 2020. https://era.library.ualberta.ca/files/wp988k02r.

MLA Handbook (7^th Edition):

Georgis, Rebecca. “More than Meets the Eye: Immigrant and Refugee Adjustment, Education, and Acculturation in Canada.” 2014. Web. 26 Feb 2020.

Vancouver:

Georgis R. More than Meets the Eye: Immigrant and Refugee Adjustment, Education, and Acculturation in Canada. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2020 Feb 26]. Available from: https://era.library.ualberta.ca/files/wp988k02r.

Council of Science Editors:

Georgis R. More than Meets the Eye: Immigrant and Refugee Adjustment, Education, and Acculturation in Canada. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/wp988k02r

University of Alberta

17. Song, Jianhui. The relations between sleeping arrangements, and cultural values and beliefs in first generation Chinese immigrants in Canada.

Degree: PhD, Department of Psychology, 2010, University of Alberta

URL: https://era.library.ualberta.ca/files/1g05fc90c

► The purpose of this study was to examine the relations between cultural values, social norms, and beliefs related to co-sleeping with the sleeping arrangements of… (more)

▼ The purpose of this study was to examine the relations between cultural values, social norms, and beliefs related to co-sleeping with the sleeping arrangements of first generation Chinese immigrants in Canada. The participants were 162 first generation Chinese immigrants from four Canadian cities who had children ranging from 2 months to 71 months (M = 37.9, SD = 18.06). Participants completed a questionnaire measuring their cultural values and beliefs, value of parenting roles and family, value of romantic relationships, and beliefs of sleeping arrangements. Parents indicated their sleeping arrangements (i.e. where child slept and with whom the child slept). Participants were also asked to draw a picture of their bedroom(s) which indicated the location of the child’s and/or parent’s bed, and the distance between the two beds. Results indicated that 77% Chinese parents in this study co-slept with their pre-school aged child, whereas only 23% parents let their child sleep in their own bedroom. Among the co-sleepers, half of the children slept in their parent’s bed, and half of them slept in their own bed, which was either attached to the parent’s bed or separated from the parent’s bed. The mean distance between the parents’ bed and the child’s bed was 21.15cm (SD = 42.74) for co-sleeping families, and 502.8 cm (SD = 188.69) for solitary sleeping families. Using stepwise regression analysis, the relations between demographic factor, space availability, values, norms, and beliefs, on the one hand, and sleeping arrangements, on the other, were examined. Personal beliefs about sleeping arrangements, including cultural beliefs of independence and interdependence, beliefs of marital quality, and beliefs of solitary sleeping, influence sleeping arrangements. Parents’ length of residency in Canada, child’s age, and bedroom numbers also influence sleeping arrangements. The findings have important implications for researchers and health professionals in terms of sleeping arrangements in the larger socio-cultural context.

Subjects/Keywords: culture; Chinese; immigrant; co-sleeping

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APA (6^th Edition):

Song, J. (2010). The relations between sleeping arrangements, and cultural values and beliefs in first generation Chinese immigrants in Canada. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/1g05fc90c

Chicago Manual of Style (16^th Edition):

Song, Jianhui. “The relations between sleeping arrangements, and cultural values and beliefs in first generation Chinese immigrants in Canada.” 2010. Doctoral Dissertation, University of Alberta. Accessed February 26, 2020. https://era.library.ualberta.ca/files/1g05fc90c.

MLA Handbook (7^th Edition):

Song, Jianhui. “The relations between sleeping arrangements, and cultural values and beliefs in first generation Chinese immigrants in Canada.” 2010. Web. 26 Feb 2020.

Vancouver:

Song J. The relations between sleeping arrangements, and cultural values and beliefs in first generation Chinese immigrants in Canada. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2020 Feb 26]. Available from: https://era.library.ualberta.ca/files/1g05fc90c.

Council of Science Editors:

Song J. The relations between sleeping arrangements, and cultural values and beliefs in first generation Chinese immigrants in Canada. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/1g05fc90c

Victoria University of Wellington

18. Davies, Danielle. Newcomers as Accessories: A Study of Basque and Catalan Autonomy Campaigns through Immigrant Integration Strategies.

Degree: 2010, Victoria University of Wellington

URL: http://hdl.handle.net/10063/1457

► This thesis examines the political autonomy campaigns of subnational entities. Subnational entities may be defined as political entities located below the state level whose members… (more)

Subjects/Keywords: Spain; Subnational; Autonomy; Immigrant

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APA (6^th Edition):

Davies, D. (2010). Newcomers as Accessories: A Study of Basque and Catalan Autonomy Campaigns through Immigrant Integration Strategies. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1457

Chicago Manual of Style (16^th Edition):

Davies, Danielle. “Newcomers as Accessories: A Study of Basque and Catalan Autonomy Campaigns through Immigrant Integration Strategies.” 2010. Masters Thesis, Victoria University of Wellington. Accessed February 26, 2020. http://hdl.handle.net/10063/1457.

MLA Handbook (7^th Edition):

Davies, Danielle. “Newcomers as Accessories: A Study of Basque and Catalan Autonomy Campaigns through Immigrant Integration Strategies.” 2010. Web. 26 Feb 2020.

Vancouver:

Davies D. Newcomers as Accessories: A Study of Basque and Catalan Autonomy Campaigns through Immigrant Integration Strategies. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10063/1457.

Council of Science Editors:

Davies D. Newcomers as Accessories: A Study of Basque and Catalan Autonomy Campaigns through Immigrant Integration Strategies. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1457

University of KwaZulu-Natal

19. Mujinga, Prosperine Tshijika. An exploratory study of Congolese refugees’ experiences in developing small, medium and micro entreprises in Durban city centre.

Degree: 2016, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/15273

► Internationally, South Africa receives the highest annual number of asylum applications with about 106,904 of applications received in 2011 (United Nations High Commissioner for Refugees… (more)

▼ Internationally, South Africa receives the highest annual number of asylum applications with about 106,904 of applications received in 2011 (United Nations High Commissioner for Refugees [UNHCR], 2013) of which 16,970 were from the Democratic Republic Congo (DRC) (UNHCR, 2012). Durban is a city in the province of KwaZulu-Natal with a considerable number of Congolese refugees, which makes it a good site for research about Congolese refugees, their place in the business arena and in small medium and micro enterprises (SMMES) in Durban. After taking the decision to open small businesses, DRC refugees in Durban encounter many difficulties (UNHCR, 2012). An exploratory qualitative research design was used to understand the experiences faced by Congolese refugees in developing SMMES using the structural opportunity theory on immigrant entrepreneurship. A qualitative research methodology allowed for exploration of the difficulties refugee entrepreneurs are facing in Durban city Centre. Non-probability sampling was used in particular purposive sampling technique. Data was analyzed using thematic analysis. The study found that opening of any kind of business requires a lot of effort and resource mobilization is a crucial step for all who wanted to start business. The majority of participants in this study said that their business was not created to have a brilliant future but for family survival. Most refugees lack sufficient and true information about the process to get any legal documents for their businesses. Refugees who have no information about the process of obtaining business documents are afraid to invest more in their businesses and apply any element of novelty or creativity. However, they are aware that knowledge is an important element in their business activities in order to be successful in addition to being positive minded, having capital or belonging to a group of immigrants who are predisposed to be engaged in entrepreneurship. Advisors/Committee Members: Mutinta, Given Chigaya. (advisor).

Subjects/Keywords: Congolese refugees.; Immigrant entrepreneurship.; SMMEs.

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APA (6^th Edition):

Mujinga, P. T. (2016). An exploratory study of Congolese refugees’ experiences in developing small, medium and micro entreprises in Durban city centre. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15273

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

Chicago Manual of Style (16^th Edition):

Mujinga, Prosperine Tshijika. “An exploratory study of Congolese refugees’ experiences in developing small, medium and micro entreprises in Durban city centre.” 2016. Thesis, University of KwaZulu-Natal. Accessed February 26, 2020. http://hdl.handle.net/10413/15273.

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

MLA Handbook (7^th Edition):

Mujinga, Prosperine Tshijika. “An exploratory study of Congolese refugees’ experiences in developing small, medium and micro entreprises in Durban city centre.” 2016. Web. 26 Feb 2020.

Vancouver:

Mujinga PT. An exploratory study of Congolese refugees’ experiences in developing small, medium and micro entreprises in Durban city centre. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10413/15273.

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

Council of Science Editors:

Mujinga PT. An exploratory study of Congolese refugees’ experiences in developing small, medium and micro entreprises in Durban city centre. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15273

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

University of Edinburgh

20. Duggan, Joanna. Language attitudes of Spanish secondary school students in Andalusia towards immigrant and foreign languages.

Degree: 2013, University of Edinburgh

URL: http://hdl.handle.net/1842/8638

► As Spain has experienced unprecedented levels of immigration in the last few decades many researchers have investigated the various policies and practices regarding the language… (more)

▼ As Spain has experienced unprecedented levels of immigration in the last few decades many researchers have investigated the various policies and practices regarding the language education of immigrant students. The literature indicates that in both monolingual and bilingual regions immigrant students are viewed as linguistically deficient and are often marginalised in classroom practices, which impedes their ability to integrate and contributes to their academic failure. Additionally, in regions like Madrid with little recent history of linguistic and cultural heterogeneity, the literature has found that monolingual and monocultural ideologies often underlie the policies and practices of language education. These ideologies are not restricted to the abstract institutional level, but have also been revealed to exist amongst Spanish teachers and administrators who discursively and interactionally rank immigrant students hierarchically based on their place of origin (Relaño Pastor, 2009; Martín Rojo, Relaño Pastor & Rasskin Gutman, 2010). The research that has highlighted these shortcomings in Spain’s current educational system has focussed mainly on the examination of policy and classroom interaction and relied on the input of teachers, administrators, and immigrant students and their families, but has largely ignored native Spanish, or autochthonous, students. Are autochthonous students in a monolingual region guided by the same monolingual and monocultural ideologies as Spanish teachers and administrators when it comes to evaluating immigrant languages and those who speak them? Through a language attitudes survey, the current study provides the first look at autochthonous students’ opinions and views about the some of the most common immigrant languages in Spain today—Romanian, Latin American Spanish, Arabic and Chinese. It also surveys the students' language attitudes towards English and French, their two curricular languages, and analyses the attitudes for four variables: grade level, gender, language curriculum the students study in and language(s) spoken in the home. It was found that students expressed neutral-to-favourable attitudes towards all six languages in the study and the most favourable opinions about English and English speakers and French and French speakers. Regarding the immigrant languages, students reported more favourable attitudes towards Latin American Spanish and its speakers than (in descending order) Chinese and Chinese speakers, Arabic and Arabic speakers and Romanian and Romanian speakers. The variables language reported as spoken in the home and gender account for significant variance, while grade level and CLIL curriculum do not. Advisors/Committee Members: Joseph, John.

Subjects/Keywords: language attitudes; immigrant languages; Spain

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

APA (6^th Edition):

Duggan, J. (2013). Language attitudes of Spanish secondary school students in Andalusia towards immigrant and foreign languages. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8638

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

Chicago Manual of Style (16^th Edition):

Duggan, Joanna. “Language attitudes of Spanish secondary school students in Andalusia towards immigrant and foreign languages.” 2013. Thesis, University of Edinburgh. Accessed February 26, 2020. http://hdl.handle.net/1842/8638.

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

MLA Handbook (7^th Edition):

Duggan, Joanna. “Language attitudes of Spanish secondary school students in Andalusia towards immigrant and foreign languages.” 2013. Web. 26 Feb 2020.

Vancouver:

Duggan J. Language attitudes of Spanish secondary school students in Andalusia towards immigrant and foreign languages. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1842/8638.

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

Council of Science Editors:

Duggan J. Language attitudes of Spanish secondary school students in Andalusia towards immigrant and foreign languages. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8638

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

University of Illinois – Urbana-Champaign

21. Nur, Shukri. Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district.

Degree: PhD, 0209, 2013, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/42423

► The educational system in the United States continues to face the mounting challenge of providing adequate education that meets the needs of students from ethnically,… (more)

▼ The educational system in the United States continues to face the mounting challenge of providing adequate education that meets the needs of students from ethnically, linguistically, and socioeconomically diverse backgrounds. As school communities continue to be transformed into multiethnic communities, this demands educational leaders or administrators that are not only culturally proficient and able to understand the needs of students from diverse cultural contexts, but also able to promote equitable educational outcomes for all students regardless of their home background. In an effort to understand how school administrators might best respond to the needs of recently arrived Somali immigrant students, case studies were conducted in two high schools in a metropolitan city in a Midwestern state. This study explored leadership constructs that inform the ways in which school administrators work with groups of Somali immigrant students in high schools in the Midwest, with specific emphasis on whether their work is informed by transformative leadership. Data gathering involved semistructured interviews and document analysis. Participants in the study included school administrators (principals and assistant principals), teachers, Somali students, Somali teachers’ aides, and Somali parents. Transformative leadership research suggests that to educate students from diverse backgrounds adequately, school administrators must foster equitable outcomes for all students (Dantley & Tillman, 2006; Furman & Starratt, 2002; Marshall & Olivia, 2006; Riehl, 2000). The conceptual framework of this study was based on a transformative cross-cultural leadership model outlined by Shields (2003). Transformative cross-cultural leaders understand the diverse cultural contexts in which they operate and promote the creation of a culture that takes into account the material realities of the changing populations of the school or district (Shields, 2003). Key findings of the study showed that in school one, the administrators engaged in transformative leadership by creating an equitable and inclusive learning environment that promoted the adjustment and integration of Somali students. In school two, the findings indicate a pessimistic picture in which Somali students experienced marginalization and inequities. It is imperative that the administrators establish quality programs that promote the adjustment of Somali students, especially programs that include mentoring and academic support services. It is also vital to make school programs inclusive. Advisors/Committee Members: Shields, Carolyn M. (advisor), Shields, Carolyn M. (Committee Chair), Hunter, Richard C. (committee member), Hackmann, Donald G. (committee member), Johnston-Parsons, Marilyn A. (committee member).

Subjects/Keywords: Transformative leadership; Somali immigrant students

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

APA (6^th Edition):

Nur, S. (2013). Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42423

Chicago Manual of Style (16^th Edition):

Nur, Shukri. “Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 26, 2020. http://hdl.handle.net/2142/42423.

MLA Handbook (7^th Edition):

Nur, Shukri. “Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district.” 2013. Web. 26 Feb 2020.

Vancouver:

Nur S. Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/2142/42423.

Council of Science Editors:

Nur S. Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42423

Université du Québec à Montréal

22. Simjanovski, Marija. Les immigrants au Canada et leur utilisation du temps.

Degree: 2012, Université du Québec à Montréal

URL: http://archipel.uqam.ca/4666/1/M12462.pdf

► Le Canada est un des pays avec la plus grande entrée d'immigrants au monde. Le processus d'immigration et l'intégration des immigrants, conjointement avec des changements… (more)

▼ Le Canada est un des pays avec la plus grande entrée d'immigrants au monde. Le processus d'immigration et l'intégration des immigrants, conjointement avec des changements socio-économiques tels que les changements dans les conditions économiques et des politiques sociales et fiscales, influent significativement sur le développement de l'économie canadienne. Par conséquent, ces changements ensemble provoquent à leur tour des modifications dans l'emploi et l'allocation du temps de la population domestique et des immigrants. Ainsi, dans ce mémoire, nous examinons comment les immigrants au Canada utilisent leur temps ainsi qu'en quoi les immigrants diffèrent de la population locale concernant l'emploi du temps. L'analyse est basée sur des modèles économétriques dans le but d'estimer les déterminants de trois mesures d'emploi du temps, soit : 1) le temps moyen consacré à une activité donnée (moyenne inconditionnelle sur tous les individus), 2) le taux de participation à une activité et 3) le niveau d'intensité de participation (la moyenne conditionnelle à la participation). En contrôlant pour différents facteurs démographiques, l'analyse donne un aperçu des différences dans l'emploi du temps entre les immigrants et natifs ainsi qu'entre les femmes et les hommes et les personnes à divers niveaux d'éducation. Également, une partie de l'analyse est orientée vers l'intégration des immigrants dans la société canadienne en termes d'emploi du temps. Notamment, nous tentons de déterminer si cette forme d'assimilation des immigrants influe sur leurs salaires et leur participation au marché du travail. Dans ce mémoire nous utilisons les données des Enquêtes sociales générales (ESG) de Statistique Canada pour l'année 1998 cycle 12 (ESG-12) et pour l'année 2005 cycle 19 (ESG-19). Les résultats montrent qu'il existe une différence entre les immigrants et les natifs dans le temps moyen consacré aux activités telles que le travail rémunéré, les achats, les études, la production domestique et les loisirs. Nous avons également constaté que les facteurs démographiques influencent les individus à accorder leur temps différemment. Par ailleurs, nous avons démontré qu'une partie de la différence dans l'emploi du temps est expliquée par les différentes caractéristiques individuelles. Les résultats indiquent aussi que plus l'emploi du temps d'un immigrant est différent d'un natif moyen, plus sa participation sur le marché de travail diminue ainsi que son revenu. Également, le pays d'origine des immigrants pourrait être l'une des causes de la distance, en termes d'emploi du temps, entre les immigrants et les natifs. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : immigrants, assimilation, emploi du temps, ségrégation, dissimilarité.

Subjects/Keywords: Budget temps; Immigrant; Intégration; Canada

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

APA (6^th Edition):

Simjanovski, M. (2012). Les immigrants au Canada et leur utilisation du temps. (Thesis). Université du Québec à Montréal. Retrieved from http://archipel.uqam.ca/4666/1/M12462.pdf

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

Chicago Manual of Style (16^th Edition):

Simjanovski, Marija. “Les immigrants au Canada et leur utilisation du temps.” 2012. Thesis, Université du Québec à Montréal. Accessed February 26, 2020. http://archipel.uqam.ca/4666/1/M12462.pdf.

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

MLA Handbook (7^th Edition):

Simjanovski, Marija. “Les immigrants au Canada et leur utilisation du temps.” 2012. Web. 26 Feb 2020.

Vancouver:

Simjanovski M. Les immigrants au Canada et leur utilisation du temps. [Internet] [Thesis]. Université du Québec à Montréal; 2012. [cited 2020 Feb 26]. Available from: http://archipel.uqam.ca/4666/1/M12462.pdf.

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

Council of Science Editors:

Simjanovski M. Les immigrants au Canada et leur utilisation du temps. [Thesis]. Université du Québec à Montréal; 2012. Available from: http://archipel.uqam.ca/4666/1/M12462.pdf

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

Penn State University

23. Sanchez, Luis Alberto. Establishing Immigrant Legacies: A Study of Immigrant Homeownership in the United States.

Degree: PhD, Sociology, 2013, Penn State University

URL: https://etda.libraries.psu.edu/catalog/19659

► This dissertation focuses on the intersection of homeownership and immigrant assimilation. Homeownership is emphasized because of its importance in establishing positive legacies crucial to social… (more)

▼ This dissertation focuses on the intersection of homeownership and immigrant assimilation. Homeownership is emphasized because of its importance in establishing positive legacies crucial to social mobility of subsequent generations. The dissertation addresses three questions related to immigrant homeownership. First, how are immigrants and subsequent generations faring in the transition to first-time homeownership? Second, how does immigrant homeowner attainment differ in non-traditional settlement areas commonly described as “new destinations?” Lastly, how does immigrant homeownership influence immigrant children’s educational attainment? The dissertation consists of three substantive studies. The first is a longitudinal analysis of the transition to first-time homeownership among a cohort of youths followed from 1979 to 2009 using the National Longitudinal Survey of Youth (NLSY, 1979). In particular, it examines ethno-generational group differences in first-time homeownership over an observation period that spans thirty years while testing theories of straight-line and segmented assimilation. The second study assesses patterns of immigrant homeownership in traditional and non-traditional settlement areas using data from the 2011 American Community Survey (ACS) to examine homeownership rates among foreign-born Mexicans, Salvadorans, and Guatemalans. The final study investigates whether homeownership influences social mobility among subsequent generations using data from the Children of Immigrants Longitudinal Study (CILS) to examine the educational attainment of a variety of immigrant groups from San Diego, California. I find immigrant homeownership is shaped by a variety of factors beyond socioeconomic resources, including settlement area and life-course characteristics. In addition, racial and ethnic group variation in homeownership rates exists despite controlling for individual factors. Furthermore, the inequalities in homeownership may influence the mobility of future generations as I found homeownership to have a positive influence on children’s educational outcomes.

Subjects/Keywords: Immigrant Assimilation; Homeownership; Latinos; Immigration

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

APA (6^th Edition):

Sanchez, L. A. (2013). Establishing Immigrant Legacies: A Study of Immigrant Homeownership in the United States. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/19659

Chicago Manual of Style (16^th Edition):

Sanchez, Luis Alberto. “Establishing Immigrant Legacies: A Study of Immigrant Homeownership in the United States.” 2013. Doctoral Dissertation, Penn State University. Accessed February 26, 2020. https://etda.libraries.psu.edu/catalog/19659.

MLA Handbook (7^th Edition):

Sanchez, Luis Alberto. “Establishing Immigrant Legacies: A Study of Immigrant Homeownership in the United States.” 2013. Web. 26 Feb 2020.

Vancouver:

Sanchez LA. Establishing Immigrant Legacies: A Study of Immigrant Homeownership in the United States. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2020 Feb 26]. Available from: https://etda.libraries.psu.edu/catalog/19659.

Council of Science Editors:

Sanchez LA. Establishing Immigrant Legacies: A Study of Immigrant Homeownership in the United States. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/19659

Penn State University

24. Baker, Elizabeth Helene. THREE ESSAYS ON BMI TRAJECTORIES BY GENERATION DURING THE TRANSITION TO ADULTHOOD.

Degree: PhD, Sociology, 2010, Penn State University

URL: https://etda.libraries.psu.edu/catalog/11590

► Immigrants tend to be healthier than their native born peers on many factors, including obesity. However, to date, research has produced contradictory results about the… (more)

▼ Immigrants tend to be healthier than their native born peers on many factors, including obesity. However, to date, research has produced contradictory results about the potential contributors of this relationship as well as the magnitude of this phenomenon. This research examines weight assimilation, using both a pooled sample and a Mexican-American specific sub-sample of the National Longitudinal Survey of Youth, 1997 cohort, as adolescents transition to adulthood. The negative health assimilation hypothesis states that overtime, there is convergence in the health between immigrant generations and natives. Examining this relationship longitudinally, using growth curve models, I find continued divergence rather than convergence. Immigrant generations weigh less at the beginning of the study period and gain less weight as they enter adulthood compared to native generations (1). In addition to documenting this phenomenon descriptively, this research also examined the different contexts that could contribute to this relationship, concentrating specifically on emerging young adult socioeconomic status and residence. Inequality in socioeconomic status contributes to health disparities, such that those with lower socioeconomic status have worse health than those with higher socioeconomic status. Immigrant children and children of immigrants often have lower origin socioeconomic status than children of natives and they tend to make great strides over the educational attainment of their parents. In addition, increases in educational attainment mean that children of immigrants spend an extended period of time in one of the most influential socializing institutions they will encounter during this phase of their life, college. Using OLS regression when the respondents are in between the ages of 24 to 28, I find that own emerging socioeconomic status, measured as education, is important to all generations, but this is especially true among the second generation, even controlling for family of origin socioeconomic status (2). Lastly, I examine the relationship between parental co-residence and weight using growth curve models. Strong immigrant families are suggested as one of the potential sources that allow immigrants and their children to overcome many of the disadvantages they face, such as disorganized neighborhoods and poverty. Also, immigrant children and children of immigrants are more likely to remain in their parents home longer and the implications this has on their adult outcomes differs from those found for children of natives. I find that non-parental co-residence is associated with weight gain among all generations, but only among the first and second generation is this weight gain not accounted for by partnering and childbearing (3). Other factors, perhaps related to acculturation and assimilation, drive this relationship for children of immigrants. These findings suggest that weight assimilation is a complex process, influenced by factors experienced in childhood, as suggested by the immigrants continued…

Subjects/Keywords: obesity; immigrant assimilation; Mexican-American

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

APA (6^th Edition):

Baker, E. H. (2010). THREE ESSAYS ON BMI TRAJECTORIES BY GENERATION DURING THE TRANSITION TO ADULTHOOD. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11590

Chicago Manual of Style (16^th Edition):

Baker, Elizabeth Helene. “THREE ESSAYS ON BMI TRAJECTORIES BY GENERATION DURING THE TRANSITION TO ADULTHOOD.” 2010. Doctoral Dissertation, Penn State University. Accessed February 26, 2020. https://etda.libraries.psu.edu/catalog/11590.

MLA Handbook (7^th Edition):

Baker, Elizabeth Helene. “THREE ESSAYS ON BMI TRAJECTORIES BY GENERATION DURING THE TRANSITION TO ADULTHOOD.” 2010. Web. 26 Feb 2020.

Vancouver:

Baker EH. THREE ESSAYS ON BMI TRAJECTORIES BY GENERATION DURING THE TRANSITION TO ADULTHOOD. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2020 Feb 26]. Available from: https://etda.libraries.psu.edu/catalog/11590.

Council of Science Editors:

Baker EH. THREE ESSAYS ON BMI TRAJECTORIES BY GENERATION DURING THE TRANSITION TO ADULTHOOD. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/11590

Université du Québec à Montréal

25. Simjanovski, Marija. Les immigrants au Canada et leur utilisation du temps.

Degree: 2012, Université du Québec à Montréal

URL: http://www.archipel.uqam.ca/4666/1/M12462.pdf

► Le Canada est un des pays avec la plus grande entrée d'immigrants au monde. Le processus d'immigration et l'intégration des immigrants, conjointement avec des changements… (more)

▼ Le Canada est un des pays avec la plus grande entrée d'immigrants au monde. Le processus d'immigration et l'intégration des immigrants, conjointement avec des changements socio-économiques tels que les changements dans les conditions économiques et des politiques sociales et fiscales, influent significativement sur le développement de l'économie canadienne. Par conséquent, ces changements ensemble provoquent à leur tour des modifications dans l'emploi et l'allocation du temps de la population domestique et des immigrants. Ainsi, dans ce mémoire, nous examinons comment les immigrants au Canada utilisent leur temps ainsi qu'en quoi les immigrants diffèrent de la population locale concernant l'emploi du temps. L'analyse est basée sur des modèles économétriques dans le but d'estimer les déterminants de trois mesures d'emploi du temps, soit : 1) le temps moyen consacré à une activité donnée (moyenne inconditionnelle sur tous les individus), 2) le taux de participation à une activité et 3) le niveau d'intensité de participation (la moyenne conditionnelle à la participation). En contrôlant pour différents facteurs démographiques, l'analyse donne un aperçu des différences dans l'emploi du temps entre les immigrants et natifs ainsi qu'entre les femmes et les hommes et les personnes à divers niveaux d'éducation. Également, une partie de l'analyse est orientée vers l'intégration des immigrants dans la société canadienne en termes d'emploi du temps. Notamment, nous tentons de déterminer si cette forme d'assimilation des immigrants influe sur leurs salaires et leur participation au marché du travail. Dans ce mémoire nous utilisons les données des Enquêtes sociales générales (ESG) de Statistique Canada pour l'année 1998 cycle 12 (ESG-12) et pour l'année 2005 cycle 19 (ESG-19). Les résultats montrent qu'il existe une différence entre les immigrants et les natifs dans le temps moyen consacré aux activités telles que le travail rémunéré, les achats, les études, la production domestique et les loisirs. Nous avons également constaté que les facteurs démographiques influencent les individus à accorder leur temps différemment. Par ailleurs, nous avons démontré qu'une partie de la différence dans l'emploi du temps est expliquée par les différentes caractéristiques individuelles. Les résultats indiquent aussi que plus l'emploi du temps d'un immigrant est différent d'un natif moyen, plus sa participation sur le marché de travail diminue ainsi que son revenu. Également, le pays d'origine des immigrants pourrait être l'une des causes de la distance, en termes d'emploi du temps, entre les immigrants et les natifs. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : immigrants, assimilation, emploi du temps, ségrégation, dissimilarité.

Subjects/Keywords: Budget temps; Immigrant; Intégration; Canada

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

APA (6^th Edition):

Simjanovski, M. (2012). Les immigrants au Canada et leur utilisation du temps. (Thesis). Université du Québec à Montréal. Retrieved from http://www.archipel.uqam.ca/4666/1/M12462.pdf

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

Chicago Manual of Style (16^th Edition):

Simjanovski, Marija. “Les immigrants au Canada et leur utilisation du temps.” 2012. Thesis, Université du Québec à Montréal. Accessed February 26, 2020. http://www.archipel.uqam.ca/4666/1/M12462.pdf.

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

MLA Handbook (7^th Edition):

Simjanovski, Marija. “Les immigrants au Canada et leur utilisation du temps.” 2012. Web. 26 Feb 2020.

Vancouver:

Simjanovski M. Les immigrants au Canada et leur utilisation du temps. [Internet] [Thesis]. Université du Québec à Montréal; 2012. [cited 2020 Feb 26]. Available from: http://www.archipel.uqam.ca/4666/1/M12462.pdf.

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

Council of Science Editors:

Simjanovski M. Les immigrants au Canada et leur utilisation du temps. [Thesis]. Université du Québec à Montréal; 2012. Available from: http://www.archipel.uqam.ca/4666/1/M12462.pdf

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

Louisiana State University

26. Johnson II, Richard Dean. A comparison of career goals and educational values between Hispanic immigrant and Caucasian United States citizen employees of Louisiana crawfish farm operations.

Degree: PhD, Human Resources Management, 2011, Louisiana State University

URL: etd-05172011-122931 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2648

► Hispanic immigrants come to the United States with hopes to obtain a better life for their families through perceived better wages and educational opportunities. One… (more)

Subjects/Keywords: Education; agriculture; Career; Hispanic; Immigrant

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APA (6^th Edition):

Johnson II, R. D. (2011). A comparison of career goals and educational values between Hispanic immigrant and Caucasian United States citizen employees of Louisiana crawfish farm operations. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-05172011-122931 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2648

Chicago Manual of Style (16^th Edition):

Johnson II, Richard Dean. “A comparison of career goals and educational values between Hispanic immigrant and Caucasian United States citizen employees of Louisiana crawfish farm operations.” 2011. Doctoral Dissertation, Louisiana State University. Accessed February 26, 2020. etd-05172011-122931 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2648.

MLA Handbook (7^th Edition):

Johnson II, Richard Dean. “A comparison of career goals and educational values between Hispanic immigrant and Caucasian United States citizen employees of Louisiana crawfish farm operations.” 2011. Web. 26 Feb 2020.

Vancouver:

Johnson II RD. A comparison of career goals and educational values between Hispanic immigrant and Caucasian United States citizen employees of Louisiana crawfish farm operations. [Internet] [Doctoral dissertation]. Louisiana State University; 2011. [cited 2020 Feb 26]. Available from: etd-05172011-122931 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2648.

Council of Science Editors:

Johnson II RD. A comparison of career goals and educational values between Hispanic immigrant and Caucasian United States citizen employees of Louisiana crawfish farm operations. [Doctoral Dissertation]. Louisiana State University; 2011. Available from: etd-05172011-122931 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2648

University of California – Berkeley

27. Le, Loan. Contextual Influences on Immigrant Political Incorporation: Ethnic Concentration and Identity, Citizenship and Behavior.

Degree: Political Science, 2010, University of California – Berkeley

URL: http://www.escholarship.org/uc/item/97b7c2g3

► How do various ethnic and racial contexts influence the adaptation trajectory of individuals from immigrant families? Immigration into the United States has grown rapidly since… (more)

Subjects/Keywords: Political Science; immigrant; incorporation; political

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APA (6^th Edition):

Le, L. (2010). Contextual Influences on Immigrant Political Incorporation: Ethnic Concentration and Identity, Citizenship and Behavior. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/97b7c2g3

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

Chicago Manual of Style (16^th Edition):

Le, Loan. “Contextual Influences on Immigrant Political Incorporation: Ethnic Concentration and Identity, Citizenship and Behavior.” 2010. Thesis, University of California – Berkeley. Accessed February 26, 2020. http://www.escholarship.org/uc/item/97b7c2g3.

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

MLA Handbook (7^th Edition):

Le, Loan. “Contextual Influences on Immigrant Political Incorporation: Ethnic Concentration and Identity, Citizenship and Behavior.” 2010. Web. 26 Feb 2020.

Vancouver:

Le L. Contextual Influences on Immigrant Political Incorporation: Ethnic Concentration and Identity, Citizenship and Behavior. [Internet] [Thesis]. University of California – Berkeley; 2010. [cited 2020 Feb 26]. Available from: http://www.escholarship.org/uc/item/97b7c2g3.

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

Council of Science Editors:

Le L. Contextual Influences on Immigrant Political Incorporation: Ethnic Concentration and Identity, Citizenship and Behavior. [Thesis]. University of California – Berkeley; 2010. Available from: http://www.escholarship.org/uc/item/97b7c2g3

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

University of Southern California

28. Finno-Velasquez, Megan. Immigrants at a loss: the need for services that promote child well-being among Latino families with child welfare contact.

Degree: PhD, Social Work, 2015, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/602589/rec/3356

► Families who come to the attention of the child welfare system typically experience multiple stressors and face complex challenges to child well-being, some of the… (more)

▼ Families who come to the attention of the child welfare system typically experience multiple stressors and face complex challenges to child well-being, some of the most common being substance abuse, partner violence, and mental health issues. A maltreatment report to a child welfare agency represents a unique chance for families’ needs to be exposed and potential negative effects on children ameliorated by connecting families with a wide range of services. A growing number of children reported to the child welfare system for abuse or neglect are of Latino ethnicity, many of who are affected by immigration issues. However, Latinos tend to underutilize health and behavioral health services throughout the U.S. Immigrants, especially, encounter many obstacles to engaging in services and having their needs met, due to various cultural and socio-political factors dominant in U.S. society. Yet very little empirical data exists on the service experiences of some of the most vulnerable immigrant families and children, those involved with the child welfare system. ❧ This three-study dissertation aims to contribute to a greater understanding of the needs of high-risk Latino families with child welfare contact and the barriers that exist in receiving services to meet those needs. By taking advantage of a quantitative examination of the National Survey of Child and Adolescent Well-being (NSCAWII), and applying a modified version of Andersen’s behavioral model for health services use, each of the three papers attempts to explain to what extent culture and legal immigration status affect multi-dimensional needs and service receipt by Latino families reported to a child welfare agency. ❧ Chapter I presents a discussion of the immigrant experience in the U.S. that integrates the link between the three studies, briefly introducing the purpose and description of each, and providing an overview of the conceptual framework driving the three studies. Chapter II (Study 1) examines patterns of problematic substance use among immigrant and non-immigrant Latino parents reported to child welfare, as well as the relationship between immigration status and substance abuse service receipt. Chapter III (Study 2) determines the incidence of intimate partner violence in immigrant and non-immigrant Latino families reported to a child welfare agency, as well as correlates of partner violence service receipt in this population. Chapter IV (Study 3) presents findings of analyses examining the relationship between parent nativity and legal immigration status, child mental health needs, and mental health service receipt for Latino children with child welfare contact. Chapter V discusses conclusions garnered from the three studies, the broader importance of the findings, and implications of the dissertation for policy, practice, and future research. Advisors/Committee Members: Palinkas, LawrenceHurlburt, Michael S. (Committee Chair), Esparza, Nicole (Committee Member).

Subjects/Keywords: child welfare; Latino; services; immigrant

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

APA (6^th Edition):

Finno-Velasquez, M. (2015). Immigrants at a loss: the need for services that promote child well-being among Latino families with child welfare contact. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/602589/rec/3356

Chicago Manual of Style (16^th Edition):

Finno-Velasquez, Megan. “Immigrants at a loss: the need for services that promote child well-being among Latino families with child welfare contact.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 26, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/602589/rec/3356.

MLA Handbook (7^th Edition):

Finno-Velasquez, Megan. “Immigrants at a loss: the need for services that promote child well-being among Latino families with child welfare contact.” 2015. Web. 26 Feb 2020.

Vancouver:

Finno-Velasquez M. Immigrants at a loss: the need for services that promote child well-being among Latino families with child welfare contact. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/602589/rec/3356.

Council of Science Editors:

Finno-Velasquez M. Immigrants at a loss: the need for services that promote child well-being among Latino families with child welfare contact. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/602589/rec/3356

University of Saskatchewan

29. Mason, Alleson. Parent Involvement in Education Among African and Caribbean Born Immigrants in Saskatoon.

Degree: 2016, University of Saskatchewan

URL: http://hdl.handle.net/10388/ETD-2016-12-2375

► Abstract The difference in educators’ and immigrant parents’ definition of parent involvement has led to the view that immigrant parents are less involved in their… (more)

▼ Abstract The difference in educators’ and immigrant parents’ definition of parent involvement has led to the view that immigrant parents are less involved in their children’s education than native parents from the middle class (Crozier & Davies, 2005). The purpose of this study was to understand the experience of three immigrant parents born in Africa and the Caribbean with parent involvement in their children’s education at the elementary level. This phenomenological study utilized semi-structured interviews to gain a better understanding of the various ways in which immigrant parents are involved in their children’s education, and the factors that influenced how they became involved. The findings revealed that the essence of the parents’ experience of involvement in their children’s education was maintaining nurturing relationships. Participants guided their children into a relationship with God, they cultivated a loving relationship with their children, and had a cooperative relationship with their children’s school. The parents’ experience is explored using the themes spiritual leadership, creating and nurturing relationships, and anticipatory socialization. The description of the parents’ experiences provides some insight into how immigrant parents view and enact their role in their children’s education. The study also highlights how different cultural beliefs influence the ways in which parents contributed to their children’s development. The parents were already making contributions in a variety of ways to their children’s education. However, for the most part their activities were home-based and geared towards only their own children. There were opportunities for the parent to become more involved in ways that would extend to other members of the school community. The implications of this study for practice are that educators should give an orientation to parents new to Canada about strategies they can use to incorporate school based involvement activities into their busy schedules. This will suggest ideas that parents may not have considered and could be effective in increasing their involvement on the school compound. Implications for future research include the need to investigate how culture delimits the ways in which parents become involved. There is also a need to explore what factors would motivate immigrant parents to become more involved in their children’s education on the school site. Advisors/Committee Members: Okoko, Janet, Burgess, David, Noonan, Warren, Newton, Paul, Pushor, Debbie.

Subjects/Keywords: Parent involvement; immigrant parents; education

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

APA (6^th Edition):

Mason, A. (2016). Parent Involvement in Education Among African and Caribbean Born Immigrants in Saskatoon. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2016-12-2375

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

Chicago Manual of Style (16^th Edition):

Mason, Alleson. “Parent Involvement in Education Among African and Caribbean Born Immigrants in Saskatoon.” 2016. Thesis, University of Saskatchewan. Accessed February 26, 2020. http://hdl.handle.net/10388/ETD-2016-12-2375.

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

MLA Handbook (7^th Edition):

Mason, Alleson. “Parent Involvement in Education Among African and Caribbean Born Immigrants in Saskatoon.” 2016. Web. 26 Feb 2020.

Vancouver:

Mason A. Parent Involvement in Education Among African and Caribbean Born Immigrants in Saskatoon. [Internet] [Thesis]. University of Saskatchewan; 2016. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10388/ETD-2016-12-2375.

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

Council of Science Editors:

Mason A. Parent Involvement in Education Among African and Caribbean Born Immigrants in Saskatoon. [Thesis]. University of Saskatchewan; 2016. Available from: http://hdl.handle.net/10388/ETD-2016-12-2375

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

Université de Sherbrooke

30. Froelich Cim, Alessandra. Les orientations d'acculturation transmises aux élèves immigrants au secondaire à Sherbrooke analyse des documents officiels et scientifiques .

Degree: 2009, Université de Sherbrooke

URL: http://savoirs.usherbrooke.ca/handle/11143/658

► Le nombre d'élèves immigrants dans les écoles secondaires au Québec est croissant. L'école joue un rôle important dans l'acclimatation de ces jeunes, car elle représente… (more)

Subjects/Keywords: Secondaire; Adolescents; Immigrant; Élève; Acculturation

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

APA (6^th Edition):

Froelich Cim, A. (2009). Les orientations d'acculturation transmises aux élèves immigrants au secondaire à Sherbrooke analyse des documents officiels et scientifiques . (Masters Thesis). Université de Sherbrooke. Retrieved from http://savoirs.usherbrooke.ca/handle/11143/658

Chicago Manual of Style (16^th Edition):

Froelich Cim, Alessandra. “Les orientations d'acculturation transmises aux élèves immigrants au secondaire à Sherbrooke analyse des documents officiels et scientifiques .” 2009. Masters Thesis, Université de Sherbrooke. Accessed February 26, 2020. http://savoirs.usherbrooke.ca/handle/11143/658.

MLA Handbook (7^th Edition):

Froelich Cim, Alessandra. “Les orientations d'acculturation transmises aux élèves immigrants au secondaire à Sherbrooke analyse des documents officiels et scientifiques .” 2009. Web. 26 Feb 2020.

Vancouver:

Froelich Cim A. Les orientations d'acculturation transmises aux élèves immigrants au secondaire à Sherbrooke analyse des documents officiels et scientifiques . [Internet] [Masters thesis]. Université de Sherbrooke; 2009. [cited 2020 Feb 26]. Available from: http://savoirs.usherbrooke.ca/handle/11143/658.

Council of Science Editors:

Froelich Cim A. Les orientations d'acculturation transmises aux élèves immigrants au secondaire à Sherbrooke analyse des documents officiels et scientifiques . [Masters Thesis]. Université de Sherbrooke; 2009. Available from: http://savoirs.usherbrooke.ca/handle/11143/658

Open Access Theses and Dissertations