Index

Citation (2022), "Index", Atterberry, A.L., McCallum, D.G., Tu, S., Lutz, A. and Bass, L.E. (Ed.) Children and Youths' Migration in a Global Landscape (Sociological Studies of Children and Youth, Vol. 29), Emerald Publishing Limited, Bingley, pp. 193-200. https://doi.org/10.1108/S1537-466120220000029014 Publisher: Emerald Publishing Limited Copyright © 2022 Adrienne Lee Atterberry, Derrace Garfield McCallum, Siqi Tu and Amy Lutz INDEX Note: Page numbers followed by “n” indicate notes. Acceptance, 32 African Muslim youth, 97–98 Agency, 5 Alba’s conceptualization of boundaries, 56–57 All India Council for Technical Education (AICTE), 174 Alternative Church School’s perspective on returning Roma children, 128–130 Apprehensions, 16–18 Aspiration(s), 188 changing aspirations for global human capital building, 174 construction of aspirations for overseas education, 176 market for fulfilling students’ aspirations for overseas education, 177–180 Aspirational capital, 116–118, 128 Asylum laws, 13 Belonging, 82, 185 school sense of belonging for Italian and NIC Students, 82–84 sense of, 76–78, 186–187 Bilingual (English-Hungarian) programme, 122 ‘Black capital’, 128 “Blackness”, 53 “Borderlandization” of Mexico, 13, 15 2014 unaccompanied child migrant crisis, 14–15 in 2014, 16–18 data and methods, 13–14 Mexican immigration laws fail to protect minors, 18–20 minor migrants’ experiences and responses to, 22–25 propaganda campaigns, 20–22 Boundaries, 56 Bourdieusian capitals, 118 Bourdieusian concept of capital, 128 “Burmese” Diaspora in Mae Sot, 151–152 Capital, 117 Capital devaluation, school contexts effects on, 126 Career aspiration, 108–111, 185 Central American immigrant children and teens, 33 immigration, 33 migrants, 13, 20–21 youth, 33 Chain migration, 120 Checkpoints, 16–18 Child/children affect relationship between parents and children in reunification process, 32 centering voices of children and youth on move, 190 high-status families with children abroad and returned, 132–135 lives of transnationally mobile, 8 migrants, 23 migration, 5, 20, 185 mobility, 1–3 mobility among, 5 narratives, 125–126 non-dominant cultural capital of, 7 predicament, 36 returning children of elite in middle-class bilingual school in pest, 123–126 returning Roma children and families’ narratives, 130–132 school reintegration of, 116 Christianity, 98 Closed-ended questions, 38 Cognitive bias, 165n24 Competitive global knowledge economy, 168 Conversational-level Thai Language, 158–160 ‘Creative class’, 176 Crisis in Indian higher education, 174–176 Critical Race Theory (CRT), 118 Cultural capital, 116–118, 121, 182n4 Culture, 54 Customs and Border Protection (CBP), 34 ‘Degree mobility’, 176 Depopulation, 74 Deportations, 16–18 Descriptive statistics, 38 Diversity, unity in, 151–152 Diversity education (DE), 149, 153 Burmese, Thai, and English, 158 Domestic formal education sector, 178 Dominant cultural capital (see Legitimated cultural capital) Dual frame of reference, 55–56 Economic and Cultural Status Index (ECS Index), 90n7 Economic capital, 116–117, 182n4 Education, 76, 168–169 in migrant community, 152 in Mosque, 101–102 and opportunity, 143–144 opportunity trap in, 146 potential highest attainment of, 161 transnational opportunities in, 145–146 via TV Shows, TV Characters, and internet, 110 Education credentials, 143 El Salvador political and economic instability in, 40 young people in, 36, 41–42 Elite migrants, 120 “Emotional withholding”, 36 Employability, 174 Enforcement in Mexico, 13 English for Speakers of Other Languages (ESOL), 38 Equivocal ideas about legal identifications within migrant community, 162–163 Ethnic capital, 128 Ethnic identity, 63–67 Ethnic return migration, 54–56 Ethnographic studies, 118 Ethnography, 148, 150 untangling complexity of ethnic relations and languages in Myanmar, 150–151 Examinations, 178 Exclusion of ethnic groups, 74 Italian school between, 75–76 Existential agency in transitions, 4–6 Faith schools, 121 Familial capital, 118 Family benefits of, 40 members as influences, 110–111 narratives, 130–132 reunification, 32, 33, 35 separation, 34–37 Formal education, 164n1 Future career solutions (FCS), 149, 153, 158–160 Gains of migration, 116–117 Gender equality, 107 General Educational Development (GED), 153 Global industries, 52 Global North, 8 colleges and universities in, 189 Global South, 8 Globalisation, 1, 98, 170 and changing economic structure of India, 171–172 knowledge economy and world class higher education, 172–174 rise of middle class in India, 172 Globalized youth culture, 2 Guardian, The, 15 Health and Human Services (HHS), 34 Higher education, 168 knowledge economy and world class, 172–174 quality higher education in India, 169 “Home” concept, 34–37 “Household Contexts and School Integration of Resettled Migrant Youth”, 37–38 Human capital, 169 accumulation, 170–174 changing aspirations for global human capital building, 174 construction of aspirations for overseas education, 176 determinants of demand for overseas higher education, 176–177 neo-liberalism and crisis in higher education in India, 174–176 Human capital theory (HCT), 144 “Humanitarian crisis”, 20 Hungarian education system, 121 Hungarian Roma, 119 Hungary returning Roma migrant children by teachers in rural, 126–132 transnational migration from/to, 119–122 Identities, 56–57 sites of negotiating, maintaining, and constructing, 187–188 “Illusory assimilation”, 84, 90n12 Immigrant workers in Italian, 74 youth, 35 Immigration, 84 (see also Migration) enforcement, 13, 16 laws, 22 from Mexico, 33 policies in Mexico, 13 Immigration and Customs Enforcement (ICE), 40 Inclusion of ethnic groups, 74 Italian school between, 75–76 Inclusive education, 142–143 India demand for quality higher education in, 169 globalisation and changing economic structure of, 171–172 middle class in, 172 Indian American youth ethnic return migration, 54–56 methods and data, 58–59 multiculturalism, identity, and super-diversity, 57 nation-states, boundaries, and identity, 56 transnational Indian American youth and identity, 60–67 transnational migration, 52–53 transnational youths’ social positioning in USA and India, 53–54 Indian economy, 172 Indian higher education system, 169 Indian Institute of Technology Bombay (IITB), 173 “Indianness”, 53 Individual migratory trajectories, 185 Inequalities, newer forms of, 179–180 Informal institutional arrangements, 178–179 Information technology (IT), 53 Interrogating marriage, 105–106 Interrogation, 2 Intersectionality, 186–187 of migration, 120 Irregular migrants, 19 Irreplaceable multifunctionality of MLCs, 160 Islam, 98–99, 104 in United States, 98–99 Islamic fundamentalists, 98 Islamic Tenets, 105 choosing friends, 107–108 gender equality, 107 interrogating marriage, 105–106 issues of modesty, 106–107 Islamophobia, 97 Italian Institute of Statistics (ISTAT), 90n7 Italian school between inclusion and exclusion, 75–76 Knowledge, 169 Knowledge economy (KE), 171–172 and world class higher education, 172–174 Latin American Youth Center (LAYC), 34 Law enforcement, 40 Legitimated cultural capital, 118 Legitimation, 118 Life transitions, 4 Likert scale, 82 Linguistic capital, 118 Losses of migration, 116–117 Madrassa, youth in, 103–105 Marginality Borgoantico, 78–79 case study, 78 data analysis, 82 description of research participants, 80–81 experiences of students at school, 85–86 experiences of students in district, 84–85 Italian school between inclusion and exclusion, 75–76 reflections of privileged witnesses, 86–88 research findings, 82 school “Diomede”, 79–80 school sense of belonging for Italian and NIC Students, 82–84 sense of belonging and educational contexts, 76–78 study design and research processes, 81–82 Marginalization, 60, 74 Marriage, 105 Mexican immigration laws fail to protect minors, 18–20 Mexican law, 26n2 Mexican Media Campaign, 21 Mexican transnational families, 36 Mexico’s borderlandization in 2014, 16–18 Middle-class bilingual school, returning children of elite in, 123–126 Migrant community, education in, 152 Migrant learning centers (MLCs), 7, 143, 147, 154–158, 189 irreplaceable multifunctionality of, 160 Migrant students perceived purposes of current education, 154–158 in Thailand, 143, 148–149 Migrants equivocal ideas about legal identifications within migrant community, 162–163 experiences in different countries, 52 limited employment opportunities for, 161–162 Migration, 1, 98 (see also Immigration) among children and youth, 5 attempts to Canada and UK, 129 contexts within global landscape, 3–4 experience, 116 home in, 37 and opportunity, 144–145 transnational opportunities in, 145–146 trends, 33 Minor migrants, 19 experiences and responses to “borderlandization” of Mexico, 22–25 minors face taxing physical and mental conditions, 23–25 protection, 20 targeted minor migrants, 23 Mixed methods study, 37–38 “Mobile childhoods”, 1–2 “Mobilities paradigm”, 2 Mobility, 3–4 among children and youth, 5 turn, 2 Modern mass education, 142–143 Morality, 103–104 Multicultural transformation of Italian society, 74 Multiculturalism, 57, 98–99 Multidimensional approach, 76 Multiple correspondence analysis (MCA), 82 Myanmarese migrant students data analysis, 150 education and opportunity, 143–144 equivocal ideas about legal identifications within migrant community, 162–163 ethnography, 148, 150–152 findings and results, 150 inclusive education, 142–143 interviews with faculty members, 152–153 interviews with students, 153–160 literature review, 143 in Mae Sot, Thailand, 143 methods, 148 migration and opportunity, 144–145 opportunities or traps, 160–161 opportunities trap between secondary education and employment prospects, 162 opportunity trap in education, 146 phenomenological research, 148–150 potential highest attainment of education, 161 transnational opportunities in migration and education, 145–146 transnational opportunity, 163–164 transnational opportunity trap in education confronted by Myanmarese migrant youth, 146–147 unity in diversity, 151–152 work, 161 Myanmarese migrant youth, 189 Nation-states, 56 National Commission on Human Rights of Mexico (CNDH), 15 National Council of Ghanaian Associations (NCOGA), 100 National Institute of Immigration (INM), 16 National Sample Survey (NSS), 174 Navigational capital, 118, 128 Neo-liberalism in Indian higher education, 174–176 New York City (NYC), 96 centrality of Mosques for Ghanaian Muslim immigrants in, 99–100 Non-dominant cultural capital (see Non-legitimated cultural capital) Non-formal education (NFE), 164n1 Non-Italian citizenship (NIC), 74, 90n1 Non-legitimated cultural capital, 7, 117, 118 Office of Refugee Resettlement (ORR), 34 Open-ended questions, 38 Opportunity education and, 143–144 of migrant students, 143 migration and, 144–145 trap between secondary education and employment prospects, 162 trap in education, 146 Overseas education construction of aspirations for, 176 demand for, 177–178 and domestic formal education sector, 178 and informal institutional arrangements, 178–179 market for fulfilling students’ aspirations for, 177 newer forms of inequalities, 179–180 Overseas higher education, 176–177 “Paradox of integration”, 84, 90n12 Pedagogical approaches, 121 Pest school, 122 Phenomenological research, 148–150 Post-traumatic stress, 37 Precarity, 188 Primary data, 13 Principle of Education For All (1999), 142 Private schools, 121 Programa Frontera Sur (see Southern Border Plan) Propaganda campaigns, 13, 20–22 Pseudonyms, 90n4 Public schools, 121 Quacquarelli Symonds (QS), 173 Quality education, 176 “Quédate” (Stay) program, 20 Questioning teachings at Mosque, 107 “Racialized social relations”, 85 Refugee and immigrant family reunification abroad, 32 Religion, 99 Research participants, 80–81 Residential segregation, 90n2 Resistant capital, 118 Resolution, 142 Returning children of elite in middle-class bilingual school in pest, 123–126 Returning Roma children and families’ narratives, 130–132 Returning Roma migrant children by teachers in rural Hungary, 126–132 Reunification, 32–33, 34–37 experiencing, 37 period, 33 Role models, 110 Roma migrant children returning by teachers in rural Hungary, 126–132 Rural schools, 74 SafetyNet (SN), 149, 153, 158 Scholars conceptualise migration, 119 School belonging, 76–77 contexts effects on capital devaluation, 126 experiences of students at, 85–86 reintegration of children, 116 role, 74 segregation, 90n3 selection, 149 sense of belonging for Italian and NIC Students, 82–84 School “Diomede”, 79–80 Schooling, 185 Second-generation immigrant, 63–67 Second-generation Indian Americans, 53–54 Secondary sources, 13 Semi-structured questionnaire, 82 Sense of belonging, 186–187 Social capital, 116–118, 182n4 Social network, 2 Social position, 117–119 Social services organizations, 47 Sociality, 76 Socialization in Mosque, 101–102 Socioeconomic inequality, 168 Southern Border Plan, 12–13, 15–18, 26n1 ‘Specialised human capital’, 168 State-invested education, 142–143 Stereotyping, 98 Stigmatization, 74 Students experiences at school, 85–86 experiences in district, 84–85 international movement of, 169 school sense of belonging for Italian and NIC Students, 82–84 Sub-Saharan Africa, 97 Super-diversity, 57 Symbolic capital, 117 Teachers’ perspectives on transnationally mobile children, 123–125 Technological innovation, 98 Teleparenting, 43 Television commercial, 20 Trading cultural capital limits alternative Church School’s perspective on returning Roma children, 128–130 different school contexts effects on capital devaluation, 126 high-status families with children abroad and returned, 132–135 methods, data, 122–123 research context, 119 results, 123 returning children of elite in middle-class bilingual school in pest, 123–126 returning Roma children and families’ narratives, 130–132 returning Roma migrant children by teachers in rural Hungary, 126–132 theoretical framework, 117–119 transnational migration from/to Hungary, 119–122 Traditional rural public school, 126–128 Transitional processes, 4 Transitions, existential agency in, 4–6 Transnational families, 36–37 Transnational Indian American youth and identity, 60 different contexts of reception, 60–63 transnational migration, ethnic identity, and being second-generation immigrant, 63–67 Transnational living, 98 Transnational migrants, 2, 52–53, 99 Transnational migration, 2, 63–67, 117, 169–170, 182n2 from/to Hungary, 119–122 Transnational mobility, 119 Transnational opportunity, 163–164 gap, 7 in migration and education, 145–146 trap in education confronted by Myanmarese migrant youth, 146–147 Transnational parenting, 32 Transnational professionals, 52 “Transnational social fields”, 2 Transnational young migrants, 186–187 migration experiences, 185 social positioning in USA and India, 53–54 Transnationalism, 2, 169, 182n1 Unaccompanied child migrant crisis (2014), 14–15 Unaccompanied children, 37 Unaccompanied Refugee Minor (URM), 34 Uncertainty, 188 Understanding, 32 Undocumented migrants, 142 Unity in diversity, 151–152 Urban–rural gap, 74 US Border Patrol, 12 War on Terror, 98 Well-being, 119 West African immigrants African Muslim youth, 97–98 career aspirations, 108–111 centrality of Mosques for Ghanaian Muslim immigrants in NYC, 99–100 education and socialization in Mosque, 101–102 immigrant Muslim youth, 96–97 Islamic Tenets, 105–108 main subjects taught to youth in Madrassa, 103–105 methods, 100–101 multiculturalism, 98–99 “Whiteness”, 53 William Wilberforce Trafficking Victims Protection Reauthorization Act (TVPRA), 34 Work, 161 Young immigrants findings, 39–40 interpreting and following rules, 41–42 methods, 37–39 migration trends, 33 minors, 45–46 moving in with biological parents, 42–45 reunification process, 32–33 social services organizations, 47 understanding reunification, family separation, and idea of “home”, 34–37 Youth centering voices of children and youth on move, 190 in El Salvador, 36 experienced Mexico as border, 25 lives of transnationally mobile, 8 in Madrassa, 103–105 migration, 5, 37, 185 mobility, 1–3 mobility among, 5 taking ownership of career paths, 108–111 Book Chapters Prelims Introduction – Children and Youths’ Migration in a Global Landscape: Young Lives Lived in Motion Chapter 1: The “Borderlandization” of Mexico: Mexico’s New Policies of Deportation and Detention of Minor Migrants and their Effects on Migrant Movement Chapter 2: Young Immigrants’ Integration into a New Home: The Case of Central American Children and Youth Settling in Washington, DC Chapter 3: Transnational Migration, Ethnic Identity, and Blurred Boundaries: Indian American Youth Redefine Being a Second-Generation Immigrant Chapter 4: Marginality at School: The Experience of Immigrant Children in Rural Italy Chapter 5: Muslim Youth, Religion, and Educational Aspirations: The Case of West African Immigrants in New York City Chapter 6: The Limits of Trading Cultural Capital: Returning Migrant Children and Their Educational Trajectory in Hungary Chapter 7: A Transnational Opportunity Trap? The Missing Link Between Educational Attainment and Future Prospects for Myanmarese Migrant Students in Thailand Chapter 8: Globalisation, Human Capital Accumulation and Dynamics of Transnational Migration of Youth: The Case of India Conclusion – Children and Youths’ Migration in a Global Landscape: Lessons Learned and Future Directions Index

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