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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Learning To Fill The Labor Niche: Filipino Nursing Graduates And The Risk Of The Migration Trap, Yasmin Y. Ortiga
Learning To Fill The Labor Niche: Filipino Nursing Graduates And The Risk Of The Migration Trap, Yasmin Y. Ortiga
Research Collection School of Social Sciences
Overseas recruitment has become a common strategy in filling nurse shortages within U.S. health institutions, sparking the proliferation of nursing programs in the Philippines. Export-oriented education exacerbates a mismatch, however, between available jobs (in both the Philippines and the United States) and the number of nursing graduates, thus increasing joblessness and underemployment among Filipino youth. Pursing higher education as a means to migrate also puts Filipino students at risk of getting caught in a migration trap, where prospective migrants obtain credentials for overseas work yet cannot leave when labor demands or immigration policies change. Such problems highlight the complicated impact …
It's Not Just About The Money: Motivations For Youth Migration In Rural China, Yilin Chiang, Emily C. Hannum, Grace Kao
It's Not Just About The Money: Motivations For Youth Migration In Rural China, Yilin Chiang, Emily C. Hannum, Grace Kao
Emily C. Hannum
This study investigates the incentives for labor migration of youth in rural China using panel data from the Gansu Survey of Children and Families, a longitudinal study of youth in rural Gansu Province of China. We investigate the individual and altruistic economic motivations featured prominently in demographic and economic research on migration. However, we propose that the non-economic goal of personal development, a motivation suggested in numerous qualitative studies of women migrants in China and elsewhere, is also important, especially for young migrants. Analyzes indicate that, while young men and young women hold different motivations for migration, the desire for …
Hyphenated Identities As A Challenge To Nation-State School Practice?, Edmund T. Hamann, William England
Hyphenated Identities As A Challenge To Nation-State School Practice?, Edmund T. Hamann, William England
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This chapter concludes the edited volume Hyphenated Identities and affords a chance to juxtapose how transnational students negotiate school and identity with how school systems in turn view such students, and then it allows the examination of two different strategies -- situational ethnicity versus the assertion of hyphenated identity -- as a glimpse into the cosmology of transnationally mobile students as they come into adulthood.
Schooling, National Affinity(Ies), And Transnational Students In Mexico, Edmund T. Hamann, Víctor Zúñiga
Schooling, National Affinity(Ies), And Transnational Students In Mexico, Edmund T. Hamann, Víctor Zúñiga
Department of Teaching, Learning, and Teacher Education: Faculty Publications
An examination of responses by 346 students from Nuevo León and Zacatecas, Mexico, who had previously attended schools in the United States, found that 37% asserted a hyphenated identity as "Mexican-American," while an additional 5% identified as "American." Put another way, 42% did not identify singularly as "Mexican." Those who insisted on a hyphenated identity were not a random segment of the larger sample, but rather had distinct profiles in terms of gender, time in the United States, and more. This chapter describes these students, broaches implications of their hyphenated identities for their schooling, and considers how this example may …
Schooling And The Everyday Ruptures Transnational Children Encounter In The United States And Mexico, Edmund T. Hamann, Víctor Zúñiga
Schooling And The Everyday Ruptures Transnational Children Encounter In The United States And Mexico, Edmund T. Hamann, Víctor Zúñiga
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Using examples of students in Mexico who used to attend US schools and examples from Georgia of students who used to and might again attend Mexican schools, this chapter considers how an unremarkable, quotidian activity—the act of attending school—can become means for transnationally mobile children to experience shock, disconnection, and a reiterated sense of dislocation if schools are incompletely responsive to learners' biographies.