No abstract

The Italian labor market is recognized as disadvantaged for foreign-born citizens, with negative effects on their psychosocial wellbeing. In other countries, significant differences between career aspirations and expectations or perceived opportunities in native and foreign-born citizens has been welldocumented, mainly due to the presence of perceived socio-economic barriers, while studies on this topic are lacking in Italy. Addressing this research gap, we investigated the relationship between career expectations and aspirations in native and foreign-born citizens and the role of the perceived contextual barriers within an Italian sample. 291 inhabitants of Pioltello, a multicultural municipality in the metropolitan area of Milan, were involved in our quantitative study. Results suggest that, in line with the latest research trends, the Italian context differences already emerge in the aspirational phase, as foreign-born citizens are more aligned than natives with the labor market demands. Differently, natives operate a stronger realignment in the transition from career aspirations to expectations. Moreover, foreign-born citizens also perceive a stronger influence of socio-economic barriers on their career opportunities. Policy implications of this findings in psycho-social and educational fields, aimed at promoting individual and social wellbeing, are finally discussed.

Interculturalidad, inclusión y equidad en educaciónation, pp. 173-182 administration of a questionnaire as a tool to give voice to students, a talent-mapping activity as a way to make their resources and competences visible and the promotion of connections between curricular and extra-curricular activities related to civic education. Conclusion and discussions:The study, grounded on theoretical reflections on civic engagement in our contemporary societies, has empirically supported the necessity to frame civic education in an intercultural, empowering, and active perspective, providing helpful guidance to teachers, educators, and policymakers.

Radicalization is a fairly recent issue of pedagogical reflection that can make a contribution in particular on the subjective, psychological and identity dimensions. The paper focuses on the analysis of the identity dimension, starting from a conceptualization of identity in a processual, dynamic, multiple perspective. It is then highlighted how the families with an immigrant background are in a position of risk but also of possibility within the dynamics of belonging/identity. Theoretical references on a culturally-informed concept of family and gender roles, together with data emerging from an ethnographic research conducted in Milan with immigrant mothers of Arab-Muslim origin, show how the latter can implement creative strategies of cultural transmission and education to multiple identities able to prevent radicalization. Supporting the mothers and their strategies is an important pedagogical, political and social task that requires adequate parenting support initiatives.