Ethnic differences in integration levels and return migration intentions

Anniste, Kristi; Tammaru, Tiit

doi:10.4054/demres.2014.30.13

Cited by 55 publications

(49 citation statements)

References 68 publications

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“…The existence of multiple paths of migrations, multiple destinations and origins leads to the lack of consensus on the determinants or predictors of the migration or remigration intention. Frequently, studies reach opposite conclusions, especially with regard to the economic dimension (Constant and Massey 2002;de Haas and Fokkema 2011), to the integration process (de Haas and Fokkema 2011;Anniste and Tammaru 2014) and to transnationalism practices (Carling and Pettersen 2014). Bearing this in mind, we have tried to summarise the main results from the literature, even if they sometimes contrast or overlap.…”

Section: What May Influence Migrants' Intentions and Behaviour? The Lmentioning

confidence: 99%

“…The decision or intention to stay seems to be more likely when the attachments to the host country (Reagan and Olsen 2000;Constant and Massey 2002;Waldinger 2008), also defined as 'location-specific capital ' (Da Vanzo 1983), prevail over and beyond their home country attachments (e.g. Da Vanzo 1983; Erdal and Ezzati 2014;de Vroome and van Tubergen 2014;Anniste and Tammaru 2014). Hence, the more location-specific capital a migrant has in the host country, the more likely he or she will stay (Da Vanzo 1983;Hill 1987;Erdal and Ezzati 2014).…”

Section: Deciding To Staymentioning

confidence: 99%

“…Da Vanzo 1983; Borjas and Bratsberg 1996;Reagan and Olsen 2000;Dustmann 2003a;Nekby 2006;Jensen and Pedersen 2007;Toma and Castagnone 2015), or (2) to consider migration intentions and eventually the desired length of stay, the approach more frequently used (e.g. Waldorf 1995;Ahlburg and Brown 1998;Coniglio et al 2009;Zaiceva and Zimmermann 2008 and references therein;de Haas and Fokkema 2011;Anniste and Tammaru 2014;de Vroome and van Tubergen 2014;Carling and Pettersen 2014;Carling and Erdal 2014) despite the widespread scepticism.…”

Section: Introductionmentioning

confidence: 99%

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Intentions on desired length of stay among immigrants in Italy

Belgiojoso

2016

Genus

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The decision to emigrate from the country of origin may not be a permanent one: migrants can decide to return home or to emigrate to a third country. This phenomenon, established for some time in certain other European countries, has become an important one for Italy only recently. This paper contributes to the knowledge of migrants' intentions in two ways: on the one hand, it analyses the factors associated with indecision about future plans; on the other, it focuses on the desired length of stay and its relationship with attachments (family, economic, socio-cultural and psychological) to host and home country. We used two logistic regression models: one for migrants' indecision and the other for migrants' desired length of stay. The data were collected by survey, coordinated by the ISMU Foundation and conducted in 2008 and 2009 with more than 12,000 migrants living in Italy. According to our results, indecision seems to be associated with an intermediate phase of migration at the early stage of family development in the case of negative balance of the migration experience, while attachment to the host country is associated with longer stay, and no attachments or attachment to the country of origin are associated with shorter stay.

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Section: What May Influence Migrants' Intentions and Behaviour? The Lmentioning

confidence: 99%

Section: Deciding To Staymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Intentions on desired length of stay among immigrants in Italy

Belgiojoso

2016

Genus

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“…The emigration is more intense in Latvia (Hazans, 2013) compared with Estonia (Anniste & Tammaru, 2014), and this might also have some spatial implications. For example, a group of "mortgage refugees" emerged in Latvia following the 2008 economic crisis, referring to wealthier people who had bought new apartments in the housing boom in the mid-2000s, but were unable to continue to make their payments during the crisis and moved abroad to find better jobs (Apsite, Krišjāne, & Bērziņš, 2012).…”

Section: Tallinn and Rigamentioning

confidence: 99%

Socioeconomic segregation in European capital cities. Increasing separation between poor and rich

et al. 2016

Self Cite

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Socioeconomic inequality is on the rise in major European cities, as are concerns over it, since it is seen as a threat to social cohesion and stability. Surprisingly, relatively little is known about the spatial dimensions of rising socioeconomic inequality. This paper builds on a study of socioeconomic segregation in 12 European cities: Amsterdam, Athens, Budapest, London, Madrid, Oslo, Prague, Riga, Stockholm, Tallinn, Vienna, and Vilnius. Data used derive from national censuses and registers for 2001 and 2011. The main conclusion is that socioeconomic segregation has increased. This paper develops a rigorous multifactor approach to understand segregation and links it to four underlying, partially overlapping, structural factors: social inequalities, globalization and economic restructuring, welfare regimes, and housing systems. Taking into account contextual factors resulted in a better understanding of actual segregation levels, while introducing time lags between structural factors and segregation outcomes will likely further improve the theoretical model. ARTICLE HISTORY

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“…Mistakes in English could also challenge their confidence and produce doubt in their self-esteem, because proficiency in the hosting country's language is considered to be the most important alterable factor contributing to both migrants' social and structural integration (Anniste & Tammaru 2014;Carliner 2000;Dustmann & Van Soest 2002;Raijman, Semyonov & Geffen 2015). However, no interviewees mentioned anything re any negative impact of language difficulties on their self-confidence.…”

Section: Challenges the Asian Background Lecturers Have Facedmentioning

confidence: 99%

Intercultural Management in Culturally Diverse Classrooms

Jiang¹

2018

AES

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Globalisation and internationalisation have brought culturally diverse classrooms into universities and schools worldwide. There are increasing opportunities for culturally diverse teachers and students to interact and learn from each other. This paper investigates the changes that occur when classrooms are managed by teachers with different cultural backgrounds from that of their students, utilising observations and interviews. The research indicates that when people from both collective and individualist cultures are in the same classroom, the different dynamics require adjustments from at least one cultural group to achieve desirable learning outcomes, in particular from the teacher. This is largely due to, in individualistic and collective cultures, teachers having different roles associated with their respective power structure and social hierarchy caused by various ways of establishing and maintaining individual self-esteem and perceiving self in relation to others. It would appear that the changes are engineered by a teacher's desire to allow students to learn more effectively and teachers' belief as to what are effective teaching and learning strategies. However, the changes are also accompanied by many challenges and personal growth on the part of the teachers. Bridging cultural differences should never been taken for granted. Should teachers reflect deeply and adjust to changes in classroom culture, the learning and teaching experiences can be both enriching and enlightening. Intellectual challenges and reflections on different home and host cultural assumptions are required when managing students who are from dissimilar cultural backgrounds.

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Ethnic differences in integration levels and return migration intentions

Cited by 55 publications

References 68 publications

Intentions on desired length of stay among immigrants in Italy

Intentions on desired length of stay among immigrants in Italy

Socioeconomic segregation in European capital cities. Increasing separation between poor and rich

Intercultural Management in Culturally Diverse Classrooms

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