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"Migrant Education"
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Peer education intervention reduced sexually transmitted infections among male Tajik labor migrants who inject drugs: results of a cluster-randomized controlled trial
Background
Male Tajik labour migrants who inject drugs in Russia are at high risk for HIV and other sexually transmitted infections. The “Migrants’ Approached Self-Learning Intervention in HIV/AIDS for Tajiks” (MASLIHAT) trained Tajik labour migrants who inject drugs in Moscow as peer educators (PEs) in delivering HIV prevention information and promoting risk-reduction norms and practices within their diaspora social networks while reducing their own HIV risk. Our earlier analysis of a cluster-randomized controlled trial testing the intervention’s effects found that MASLIHAT reduced condomless sex, condomless sex with female sex workers, and sex with multiple sexual partners. This analysis draws on data from this parent study to investigate if these observed changes in safer sex translated into fewer reported STIs over 12 months.
Methods
Male Tajik migrant workers in Moscow who inject drugs (
n
= 140) were recruited from construction worksites, local bazaars, and diaspora organizations serving labor migrants. Participants were assigned as PEs to either MASLIHAT or a comparison health education intervention. Each PE recruited two migrants who inject drugs from their social networks with whom to share what they learned during the 5 educational sessions of the arm to which they were assigned. All participants completed questionnaires at baseline and 3-month intervals for one year to assess their HIV/STI risk behaviour. Mixed effects robust Poisson regression analyses tested for possible differences between assignment conditions in self-reported STIs during 12 months of follow-up and the contribution of sexual risk behaviours to STI acquisition. We then tested the mediating effects of sexual behaviours during the first six months following the intervention on STIs reported at the 9 and 12-month follow-up.
Results
Participants in the MASLIHAT intervention were significantly less likely to report an STI during follow-up (IRR = 0.27). Condomless sex with a casual or commercial partner was significantly associated with STI acquisition (IRR = 2.30). Causal mediation analysis indicated that the intervention’s effect on reported STI was partially mediated by reductions among MASLIHAT participants in condomless sex with a casual or commercial partner.
Conclusions
The MASLIHAT peer-education intervention reduced reported STIs among Tajik labour migrants partly through reduced condomless sex with casual and commercial partners.
Clinical trial registration
ClinicalTrials.gov, 2021-04-16, NCT04853394.
Journal Article
\It's very hard, but I'll manage.\ Educational aspirations and educational resilience among recently resettled young refugees in Norwegian upper secondary schools
Purpose: This article explores the question: what shapes young refugees' often high educational aspirations? A sense of mastery and future hope are among the numerous factors that can positively predict school achievements. High aspirations may thus contribute to both young refugees' improved educational outcomes and wellbeing.
Method: We discuss findings from semi-structured interviews in three Norwegian upper secondary schools in light of theories and research into the often high educational aspirations of immigrant youth.
Results: Several of the study's findings support the dual frame of reference theory which has been used in prior discussions of migrants' aspirations. However, we argue that aspirations can be supported not only by comparisons with the country of origin, but also by comparisons with different stages of the refugee experience.
Conclusions: The findings suggest that temporal aspects of high aspirations should be empirically and theoretically explored further. Moreover, this and other studies' findings on young refugees suggest that research into the educational aspirations of young immigrants should address/control for migration category.
Journal Article
Mexicans and Hispanos in Colorado Schools and Communities, 1920-1960
Winner of the 2007 Critics' Choice Award presented by the
American Educational Studies Association Until now, much
of what has been written about Mexican American educational history
has focused on California and Texas, while Colorado's story has
remained largely untold. Rubén Donato recounts the social and
educational history of Mexicans and Hispanos (descendents of
Spanish troops who came to the region in the late 1500s) in
Colorado from 1920 to 1960. He examines both groups' experiences in
sugar beet towns, the experiences of Hispanos in Anglo
American-controlled towns, and the Hispano experience in a
historically Hispano-controlled town. Donato argues that whoever
possessed power at the local level determined who ran the schools,
who administered them, who taught in them, who succeeded in them,
and what sorts of social and academic environments were created.
eBook
Children of the Dust Bowl : the true story of the school at Weedpatch Camp
Describes the plight of the migrant workers who traveled from the Dust Bowl to California during the Depression and were forced to live in a federal labor camp, and discusses the school that was built for their children.
Book
Immigration, education and insecuritisation. School principals' small stories on national immigration and integration policies
International migration in general and the recent refugee crisis in particular are complex and much debated topics in European politics. Concurrently, education systems must operate under uncertain and unpredictable conditions. In this situation, migrant children become a group at particular educational risk of exclusion and marginalisation. This paper explores reflections of principals of schools with migrant students regarding how to navigate in those uncertainties related to how migrants are received in Denmark and whether current Danish policies on migration and integration affect the everyday practices in education. Thus, the paper looks at how problematisation and insecuritisation processes stemming from current immigration and integration policies in Denmark influence professionals' working conditions in the field of education. Drawing on methodological perspectives from narrative theory, a selection of five out of 15 interviews with school principals are analysed, focusing on their small stories about approaching the complex processes of risk production when providing education for migrant children. The conclusion drawn from the study is that immigration and integration policies that do not stem from the field of education still influence the field of education in a way that creates complex dilemmas for school professionals when navigating in the (co-)production of risks.
Journal Article
The Integration of Descendants of Migrants from Turkey in Stockholm
This timely book, which is based on the results of the Integration of the Second Generation in Europe survey, presents the disturbing results of a recent study in Stockholm that examines the experiences of residents descended from Turkish migrants. Focusing on three different ethno-national groups-Turks, Kurds, and Syriacs-the contributors explore issues such as identity, family situation, language use, education, labor market experiences, and employment. The essays highlight the varying degrees of success each group has achieved in the process of trying to integrate into Stockholm society. The book also examines the widespread discrimination and exclusion the descendants of migrants experience. As a whole, this volume shows a troubling picture of the obstacles faced by immigrant new societies.
eBook
Educational leadership for migrant and refugee education: challenges and dilemmas in the Israeli context
PurposeThis research explores the perceptions and practice of principals in schools integrating migrant and refugee children into the Israeli formal education system. The aim is to offer theoretical and methodological insights to the discourse on educational leadership.Design/methodology/approachThis qualitative (phenomenological) study used semi-structured interviews to attain a deeper understanding of the experiences of school principals as culturally relevant educational leaders.FindingsThe study corroborates previous findings regarding: the need for a holistic multidimensional approach; the focus on language and communication; and the complexities and dilemmas involved in the practice of educational leadership. The study analysis revealed three central dilemmas: applying equal-opportunity and cultural diversity policies; schools as protected spaces and serving the social reality beyond the school; and full assimilation and recognition of specific cultural identity.Research limitations/implicationsThe research was conducted in a small number of schools and only with principals. A follow-up study could also include teachers, officials and representatives of the various organizations working with the migrants and refugees.Practical implicationsBeyond financial resources, school leaders need professional (culturally responsive) guidance to support the multifaceted and complex needs of students, in part by being adaptable and flexible, and aware of the aims and practice of education for an unknown future.Originality/valueThe originality-value of the present study is threefold: it explores school principals in a relatively unexplored context (the Israeli formal education system); it applies two models for organizing and analyzing research findings; and it contributes new insights on the dilemmatic nature of educational leadership.
Journal Article