Pub Date : 2018-10-04DOI: 10.5871/bacad/9780197266373.003.0010
Müge Simsek, K. Jacob, F. Fleischmann, F. Tubergen
In this chapter we explore how religious minority and majority youth are in England, Germany, the Netherlands and Sweden. We find that minority youth are on average more often affiliated to a religion than majority youth, and mostly affiliated as Christians. We also study religious salience, praying and service attendance. The share of minority and majority youth who expresses that religion is important in their lives is higher than the share of youth who engages in daily prayer or weekly service attendance. Specifically, Muslim youth stand out as the most religious on all accounts. Our further comparison of the religious salience of youth with that of their parents reveals that intergenerational religious change has a declining tendency, though also quite some stability exists, especially among Muslim immigrants. Together, these findings suggest overall low levels of religious salience and practice among majority youth, in contrast to minority youth—in particular Muslims—and a general pattern of intergenerational decline in the importance of religion.
{"title":"Keeping or Losing Faith? Comparing Religion across Majority and Minority Youth in Europe","authors":"Müge Simsek, K. Jacob, F. Fleischmann, F. Tubergen","doi":"10.5871/bacad/9780197266373.003.0010","DOIUrl":"https://doi.org/10.5871/bacad/9780197266373.003.0010","url":null,"abstract":"In this chapter we explore how religious minority and majority youth are in England, Germany, the Netherlands and Sweden. We find that minority youth are on average more often affiliated to a religion than majority youth, and mostly affiliated as Christians. We also study religious salience, praying and service attendance. The share of minority and majority youth who expresses that religion is important in their lives is higher than the share of youth who engages in daily prayer or weekly service attendance. Specifically, Muslim youth stand out as the most religious on all accounts. Our further comparison of the religious salience of youth with that of their parents reveals that intergenerational religious change has a declining tendency, though also quite some stability exists, especially among Muslim immigrants. Together, these findings suggest overall low levels of religious salience and practice among majority youth, in contrast to minority youth—in particular Muslims—and a general pattern of intergenerational decline in the importance of religion.","PeriodicalId":269920,"journal":{"name":"Growing up in Diverse Societies","volume":"36 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131660857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.5871/bacad/9780197266373.003.0003
F. Kalter, Anthony F. Heath
In this chapter we use the CILS4EU data to investigate the precise generational status and the origin countries of the adolescent population in England, Germany, the Netherlands and Sweden. We describe the ethnic diversity in the study’s samples in more detail and show that it is very large in each of these countries. In addition, the composition of origin groups varies greatly across the four. This is a challenge for straight-forward comparisons between the countries, which is further complicated by the fact that generational status and origin countries are confounded. The chapter discusses the opportunities and limitations for the empirical analyses in the rest of the book. Basically, we argue for a strategy that regards country and group differences as phenomena of interest rather than of nuisance. They should be seen as descriptive facts and starting points of a search for explaining mechanisms.
{"title":"Dealing with Diverse Diversities: Defining and Comparing Minority Groups","authors":"F. Kalter, Anthony F. Heath","doi":"10.5871/bacad/9780197266373.003.0003","DOIUrl":"https://doi.org/10.5871/bacad/9780197266373.003.0003","url":null,"abstract":"In this chapter we use the CILS4EU data to investigate the precise generational status and the origin countries of the adolescent population in England, Germany, the Netherlands and Sweden. We describe the ethnic diversity in the study’s samples in more detail and show that it is very large in each of these countries. In addition, the composition of origin groups varies greatly across the four. This is a challenge for straight-forward comparisons between the countries, which is further complicated by the fact that generational status and origin countries are confounded. The chapter discusses the opportunities and limitations for the empirical analyses in the rest of the book. Basically, we argue for a strategy that regards country and group differences as phenomena of interest rather than of nuisance. They should be seen as descriptive facts and starting points of a search for explaining mechanisms.","PeriodicalId":269920,"journal":{"name":"Growing up in Diverse Societies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114597839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.5871/bacad/9780197266373.003.0009
Jörg Dollmann, Frida Rudolph, M. Parameshwaran
Proficiency in the language of a new country is perhaps the most important precondition for the successful integration of immigrants in various other integration aspects, like educational and vocational success, interethnic relations and ethnic identify formation. Explaining ethnic disparities in linguistic integration therefore has the potential to aid our understanding of ethnic differences along various other integration dimensions. In the present contribution, we first demonstrate substantial heterogeneity of adolescents’ language proficiency in four European countries depending on their ethnic origin and their migration history. In order to further understanding these differences we examine very different individual and family factors that can be hypothesised to influence language learning processes. Besides an influence of social background on language learning, we show that ethnic specific factors such as language use in the family are at least partly relevant for the language acquisition process.
{"title":"Ethnic Differences in Language Skills: How Individual and Family Characteristics Aid and Prohibit the Linguistic Integration of Children of Immigrants","authors":"Jörg Dollmann, Frida Rudolph, M. Parameshwaran","doi":"10.5871/bacad/9780197266373.003.0009","DOIUrl":"https://doi.org/10.5871/bacad/9780197266373.003.0009","url":null,"abstract":"Proficiency in the language of a new country is perhaps the most important precondition for the successful integration of immigrants in various other integration aspects, like educational and vocational success, interethnic relations and ethnic identify formation. Explaining ethnic disparities in linguistic integration therefore has the potential to aid our understanding of ethnic differences along various other integration dimensions. In the present contribution, we first demonstrate substantial heterogeneity of adolescents’ language proficiency in four European countries depending on their ethnic origin and their migration history. In order to further understanding these differences we examine very different individual and family factors that can be hypothesised to influence language learning processes. Besides an influence of social background on language learning, we show that ethnic specific factors such as language use in the family are at least partly relevant for the language acquisition process.","PeriodicalId":269920,"journal":{"name":"Growing up in Diverse Societies","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125473392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.5871/bacad/9780197266373.003.0001
Jan O. Jonsson, F. Kalter, F. Tubergen
We introduce our comparative study on minority and majority youth in four European countries by presenting the problem, basic concepts, theoretical starting points and our strategy of analysis. We address differences in integration across (i) immigrant generations (exposure), (ii) immigrant origin groups and (iii) receiving countries, for several indicators of structural, cultural and social integration. We find few and unsystematic differences in integration across receiving countries. Integration is quite remote for some aspects of social and cultural integration and slowest for those originating in poorer regions at greater cultural and socioeconomic distances, such as the Middle East and Africa. Exposure to the host country leads to decreasing differences in language proficiency and host country identification, but not in liberal attitudes and tolerance, religion and religiosity, or inter-ethnic friendships. We conclude that lingering differences should partly be understood against a backdrop of deeply entrenched structural phenomena such as socialisation, stratification and segregation.
{"title":"Studying Integration: Ethnic Minority and Majority Youth in Comparative Perspective","authors":"Jan O. Jonsson, F. Kalter, F. Tubergen","doi":"10.5871/bacad/9780197266373.003.0001","DOIUrl":"https://doi.org/10.5871/bacad/9780197266373.003.0001","url":null,"abstract":"We introduce our comparative study on minority and majority youth in four European countries by presenting the problem, basic concepts, theoretical starting points and our strategy of analysis. We address differences in integration across (i) immigrant generations (exposure), (ii) immigrant origin groups and (iii) receiving countries, for several indicators of structural, cultural and social integration. We find few and unsystematic differences in integration across receiving countries. Integration is quite remote for some aspects of social and cultural integration and slowest for those originating in poorer regions at greater cultural and socioeconomic distances, such as the Middle East and Africa. Exposure to the host country leads to decreasing differences in language proficiency and host country identification, but not in liberal attitudes and tolerance, religion and religiosity, or inter-ethnic friendships. We conclude that lingering differences should partly be understood against a backdrop of deeply entrenched structural phenomena such as socialisation, stratification and segregation.","PeriodicalId":269920,"journal":{"name":"Growing up in Diverse Societies","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123373680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.5871/BACAD/9780197266373.003.0007
F. Tubergen, Sanne Smith
How ethnically diverse are the social networks of adolescents in Europe? The present study finds that ethnic majority youth in England, Germany, Netherlands and Sweden have very few ties to ethnic minority peers, either in the neighbourhood or at school. The networks of ethnic minorities are more mixed, because the groups to which they belong are smaller in size. Such structural opportunities for meeting members of other groups also plays a key role in understanding why some ethnic minority groups—being smaller in size—are more ‘open’ than other groups. Next to opportunities, also in-group preferences appear important. Both majority and minority groups exhibit a preference to befriend peers from their own ethnic group. Possibly, parents play a role in overcoming these ethnic boundaries. Findings suggest that having more ethnically mixed personal networks and more-positive attitudes towards other ethnic groups is transmitted from parents to their children.
{"title":"Making Friends across Ethnic Boundaries: Are Personal Networks of Adolescents Diverse?","authors":"F. Tubergen, Sanne Smith","doi":"10.5871/BACAD/9780197266373.003.0007","DOIUrl":"https://doi.org/10.5871/BACAD/9780197266373.003.0007","url":null,"abstract":"How ethnically diverse are the social networks of adolescents in Europe? The present study finds that ethnic majority youth in England, Germany, Netherlands and Sweden have very few ties to ethnic minority peers, either in the neighbourhood or at school. The networks of ethnic minorities are more mixed, because the groups to which they belong are smaller in size. Such structural opportunities for meeting members of other groups also plays a key role in understanding why some ethnic minority groups—being smaller in size—are more ‘open’ than other groups. Next to opportunities, also in-group preferences appear important. Both majority and minority groups exhibit a preference to befriend peers from their own ethnic group. Possibly, parents play a role in overcoming these ethnic boundaries. Findings suggest that having more ethnically mixed personal networks and more-positive attitudes towards other ethnic groups is transmitted from parents to their children.","PeriodicalId":269920,"journal":{"name":"Growing up in Diverse Societies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132585606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.5871/bacad/9780197266373.003.0011
Anthony F. Heath, K. Jacob, Lindsay Richards
This chapter uses CIL4EU data to investigate strength of identification with the nation and with the ethnic group. It explores how these vary across ethnic and religious groups, generations, and destination countries and how far these differences can be explained by processes of social integration on the one hand or perceptions of being excluded on the other hand. The key findings are that young people with a migration background are less likely than those without a migration background to identify strongly with their country of residence. This holds true more or less irrespective of their ethnic group or religion. Differences between European and non-European minority groups, and between Muslims and members of other non-Christian religions were generally modest in size, rarely reached statistical significance and were dwarfed by the overall gap between minorities and the majority.
{"title":"Young People in Transition: The National Identity of Minority Youth","authors":"Anthony F. Heath, K. Jacob, Lindsay Richards","doi":"10.5871/bacad/9780197266373.003.0011","DOIUrl":"https://doi.org/10.5871/bacad/9780197266373.003.0011","url":null,"abstract":"This chapter uses CIL4EU data to investigate strength of identification with the nation and with the ethnic group. It explores how these vary across ethnic and religious groups, generations, and destination countries and how far these differences can be explained by processes of social integration on the one hand or perceptions of being excluded on the other hand. The key findings are that young people with a migration background are less likely than those without a migration background to identify strongly with their country of residence. This holds true more or less irrespective of their ethnic group or religion. Differences between European and non-European minority groups, and between Muslims and members of other non-Christian religions were generally modest in size, rarely reached statistical significance and were dwarfed by the overall gap between minorities and the majority.","PeriodicalId":269920,"journal":{"name":"Growing up in Diverse Societies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125876360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.5871/bacad/9780197266373.003.0014
Jan O. Jonsson, C. Mood
The difference in mental well-being between children of immigrants and children of the native-born can be seen as a crucial indicator of integration. Theories about acculturation and social stress due to adverse socio-economic circumstances in immigrant families predict that the well-being of children in these families would be at risk. Our study of internalising and externalising problems in adolescents does not find any support for this: if anything, there is a weak but systematic tendency for children of immigrants to have somewhat higher well-being, regardless of gender and immigrant generation. The advantages that we find for children of immigrants are partly accounted for by a stronger family orientation in immigrant families (for internalising problems), while religiosity accounts for most of the advantage in externalising behaviour. But even though family cohesion is of importance, there are only small differences in cohesion between children to immigrants and non-immigrants; and although the religiosity differs enormously between immigrant and majority families, the association with well-being is quite weak.
{"title":"Mental Well-Being in Boys and Girls of Immigrant Background: The Balance between Vulnerability and Resilience","authors":"Jan O. Jonsson, C. Mood","doi":"10.5871/bacad/9780197266373.003.0014","DOIUrl":"https://doi.org/10.5871/bacad/9780197266373.003.0014","url":null,"abstract":"The difference in mental well-being between children of immigrants and children of the native-born can be seen as a crucial indicator of integration. Theories about acculturation and social stress due to adverse socio-economic circumstances in immigrant families predict that the well-being of children in these families would be at risk. Our study of internalising and externalising problems in adolescents does not find any support for this: if anything, there is a weak but systematic tendency for children of immigrants to have somewhat higher well-being, regardless of gender and immigrant generation. The advantages that we find for children of immigrants are partly accounted for by a stronger family orientation in immigrant families (for internalising problems), while religiosity accounts for most of the advantage in externalising behaviour. But even though family cohesion is of importance, there are only small differences in cohesion between children to immigrants and non-immigrants; and although the religiosity differs enormously between immigrant and majority families, the association with well-being is quite weak.","PeriodicalId":269920,"journal":{"name":"Growing up in Diverse Societies","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122815225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.5871/bacad/9780197266373.003.0005
Hanno Kruse, F. Kalter
Whether, or to what degree, minority students are able to learn together with majority peers in schools is among the important context factors for their integration paths. In this chapter we investigate the extent of ethnic segregation in lower secondary schools in the four CILS4EU countries. We demonstrate that there are vast differences in majority exposure at school, both across the four countries as well as across ethnic groups within each country. Further analyses suggest that these group differences may be due to at least three reasons: ethnic differences in residential segregation, in the allocation across different ability tracks as well as ethnically specific school choice preferences. Finally, we show that low levels of majority exposure at school may not always come with a disadvantaged learning environment: in Germany, the Netherlands and Sweden schools with low majority shares tend to hold fewer learning-related resources; the opposite seems to apply for schools in England.
{"title":"Learning Together or Apart? Ethnic Segregation in Lower Secondary Schools","authors":"Hanno Kruse, F. Kalter","doi":"10.5871/bacad/9780197266373.003.0005","DOIUrl":"https://doi.org/10.5871/bacad/9780197266373.003.0005","url":null,"abstract":"Whether, or to what degree, minority students are able to learn together with majority peers in schools is among the important context factors for their integration paths. In this chapter we investigate the extent of ethnic segregation in lower secondary schools in the four CILS4EU countries. We demonstrate that there are vast differences in majority exposure at school, both across the four countries as well as across ethnic groups within each country. Further analyses suggest that these group differences may be due to at least three reasons: ethnic differences in residential segregation, in the allocation across different ability tracks as well as ethnically specific school choice preferences. Finally, we show that low levels of majority exposure at school may not always come with a disadvantaged learning environment: in Germany, the Netherlands and Sweden schools with low majority shares tend to hold fewer learning-related resources; the opposite seems to apply for schools in England.","PeriodicalId":269920,"journal":{"name":"Growing up in Diverse Societies","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126780909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.5871/BACAD/9780197266373.003.0008
Ralf Wölfer, M. Hewstone, E. Jaspers
Despite six decades of research in the field of intergroup contact, the special role of the school setting as a key context for mixing has, after an initial focus on studies of school desegregation in the U.S., received relatively little attention, especially in Europe. In this chapter, we will explain why the school setting can provide particularly effective intergroup contact experiences for improving intergroup attitudes, before we report empirical evidence using the CILS4EU dataset. Our findings demonstrate that the school provides more intergroup contact opportunities than other contexts, and these opportunities are consistently associated with more favorable intergroup attitudes for the majority as well as different minority groups. The present findings highlight the usefulness of early intergroup contact interventions within the school setting due to the specific structure of the school as a setting, as well as the efficacy of outgroup experiences in childhood and adolescence.
{"title":"Social Contact and Inter-Ethnic Attitudes: The Importance of Contact Experiences in Schools","authors":"Ralf Wölfer, M. Hewstone, E. Jaspers","doi":"10.5871/BACAD/9780197266373.003.0008","DOIUrl":"https://doi.org/10.5871/BACAD/9780197266373.003.0008","url":null,"abstract":"Despite six decades of research in the field of intergroup contact, the special role of the school setting as a key context for mixing has, after an initial focus on studies of school desegregation in the U.S., received relatively little attention, especially in Europe. In this chapter, we will explain why the school setting can provide particularly effective intergroup contact experiences for improving intergroup attitudes, before we report empirical evidence using the CILS4EU dataset. Our findings demonstrate that the school provides more intergroup contact opportunities than other contexts, and these opportunities are consistently associated with more favorable intergroup attitudes for the majority as well as different minority groups. The present findings highlight the usefulness of early intergroup contact interventions within the school setting due to the specific structure of the school as a setting, as well as the efficacy of outgroup experiences in childhood and adolescence.","PeriodicalId":269920,"journal":{"name":"Growing up in Diverse Societies","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121928634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.5871/bacad/9780197266373.003.0004
C. Mood
This chapter studies how economic conditions differ between youth of immigrant background and majority youth in England, Germany, Netherlands and Sweden, with economic resources defined both in terms of family resources and the resources that children command themselves. We find that while immigrant parents tend to have lower incomes and more often suffer from non-employment and economic deprivation, their economic disadvantage does not carry over strongly to their children’s economic and material conditions: Children of immigrants have a similar situation to majority youth in terms of cash margin and material possessions, and they even tend to receive more money from their parents. Youth with immigrant background do however lack an own room more often and are less likely to earn own money from work, and those belonging to the first generation are somewhat more at risk of missing out on activities with friends, due to a lack of money. In general, poorer parents (immigrant as well as majority) tend to give equal amounts of money to their children as other parents, which suggests that they seek to shield their children from the consequences of a worse economy.
{"title":"Keeping Up with the Joneses, Müllers, De Jongs and Svenssons: The Economic Situation of Minority and Majority Youth","authors":"C. Mood","doi":"10.5871/bacad/9780197266373.003.0004","DOIUrl":"https://doi.org/10.5871/bacad/9780197266373.003.0004","url":null,"abstract":"This chapter studies how economic conditions differ between youth of immigrant background and majority youth in England, Germany, Netherlands and Sweden, with economic resources defined both in terms of family resources and the resources that children command themselves. We find that while immigrant parents tend to have lower incomes and more often suffer from non-employment and economic deprivation, their economic disadvantage does not carry over strongly to their children’s economic and material conditions: Children of immigrants have a similar situation to majority youth in terms of cash margin and material possessions, and they even tend to receive more money from their parents. Youth with immigrant background do however lack an own room more often and are less likely to earn own money from work, and those belonging to the first generation are somewhat more at risk of missing out on activities with friends, due to a lack of money. In general, poorer parents (immigrant as well as majority) tend to give equal amounts of money to their children as other parents, which suggests that they seek to shield their children from the consequences of a worse economy.","PeriodicalId":269920,"journal":{"name":"Growing up in Diverse Societies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114194497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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