Parental logic among Russian-speaking two-step migrants

ABSTRACT This study focuses on a selected group of two step migrants – the ‘1.5 generation’ of migrants born as a Jewish minority in former Soviet Union countries, who migrated firstly to Israel as children and were raised there as a Russian-speaking minority, and later migrated a second time to a Global North country as adults with their own children. This cohort experienced major shifts in their socio-economic status during their first migration yet were subsequently able to retain their social standing during their second migration despite the upheaval. Interviews with 18 families were conducted to explore their experiences of integration retrospectively: both as minority children in an Israeli host society and their later adult perceptions of the ways their children (have continued to) assimilate into the society of Global North host countries. We identify specific parental logics applied by this adult cohort, which may nuance the Lareau model of concerted cultivation vs. natural growth parenting. We discuss the possible implications of our study and propose future research directions.

[1]  Shlomit Oryan.  Democratic Parenting: Parental interpretation of parent education messages in the USA and Israel , 2023, International Journal about Parents in Education.

[2]  Keren Cohen-Louck,et al.  Distress and wellbeing among 1.5 generation immigrants three decades after immigration to Israel. , 2021, Stress and health : journal of the International Society for the Investigation of Stress.

[3]  L. Remennick,et al.  Ethnic trauma in migration: FSU-born Israeli women’s narratives in an online support group , 2021, Ethnicities.

[4]  Baiwen Peng.  Chinese migrant parents' educational involvement: Shadow education for left-behind children , 2020, Hungarian Educational Research Journal.

[5]  I. Jasinskaja‐Lahti,et al.  A comparative study of parental knowledge and adaptation of immigrant youth , 2020 .

[6]  I. Jasinskaja‐Lahti,et al.  A comparative study of parental knowledge and adaptation of immigrant youth , 2020, Comparative Migration Studies.

[7]  Yao-Tai Li,et al.  One person, three identities? Examining re-politicization of ethnic, national, and Australian identities among 1.5-generation Taiwanese immigrants in Australia , 2020 .

[8]  L. Remennick,et al.  Subversive identity and cultural production by the Russian-Israeli Generation 1.5 , 2019, European Journal of Cultural Studies.

[9]  S. Conkling.  Parenting and out-of-school music participation: An interrogation of concerted cultivation , 2019, International Journal of Community Music.

[10]  D. Kretschmer.  Explaining Native-Migrant Differences in Parental Knowledge about the German Educational System , 2018, International Migration.

[11]  F. Bray.  Routledge Handbook of Cultural Sociology , 2018 .

[12]  Theophilus Azungah.  Qualitative research: deductive and inductive approaches to data analysis , 2018, Qualitative Research Journal.

[13]  Oshin Khachikian.  Protective ethnicity: how Armenian immigrants’ extracurricular youth organisations redistribute cultural capital to the second-generation in Los Angeles , 2018, Journal of Ethnic and Migration Studies.

[14]  Karolina Barglowski.  Migrants’ class and parenting: the role of cultural capital in Migrants’ inequalities in education , 2018, Journal of Ethnic and Migration Studies.

[15]  Daniel Sjödin,et al.  Family practices among Swedish parents: extracurricular activities and social class , 2018 .

[16]  Karin Amit.  Identity, Belonging and Intentions to Leave of First and 1.5 Generation FSU Immigrants in Israel , 2017, Social Indicators Research.

[17]  Raisa N. Akifyeva,et al.  Child-Rearing Practices of Russian-Speaking Women from a Migration Perspective , 2016 .

[18]  C. Maxwell,et al.  Parenting priorities and pressures: furthering understanding of ‘concerted cultivation’ , 2016 .

[19]  M. Montero-Sieburth,et al.  Family involvement and educational success of the children of immigrants in Europe. Comparative perspectives , 2015 .

[20]  A. Fresnoza‐Flot.  The Bumpy Landscape of Family Reunification: Experiences of First- and 1.5-generation Filipinos in France , 2015 .

[21]  L. Remennick.  “We Do Not Own Our Children”: Transformation of Parental Attitudes and Practices in Two Generations of Russian Israelis , 2015 .

[22]  Sharon Wheeler.  Organised activities, educational activities and family activities: how do they feature in the middle-class family’s weekend? , 2014 .

[23]  Julia Lerner,et al.  Vospitanie – eto rabota: intercultural encounters in educational communication within Russian-speaking families in Israel , 2013 .

[24]  A. Portes,et al.  Dreaming in Spain: parental determinants of immigrant children's ambition , 2013, Ethnic and racial studies.

[25]  L. Remennick.  Intergenerational Transfer in Russian-Israeli Immigrant Families: Parental Social Mobility and Children's Integration , 2012 .

[26]  Karin Amit.  Social integration and identity of immigrants from western countries, the FSU and Ethiopia in Israel , 2012 .

[27]  Sophie D. Walsh,et al.  The relationship between different components of national identities and psychosocial adjustment among high-school adolescent immigrants from Russia and Ukraine in Israel , 2011 .

[28]  Anders Björklund,et al.  Intergenerational income mobility and the role of family background , 2011 .

[29]  Rich Janzen,et al.  Immigrant Parenting: A New Framework of Understanding , 2008 .

[30]  Edna Lomsky-Feder,et al.  The Ethnic Script in Action: The Regrounding of Russian Jewish Immigrants in Israel , 2007 .

[31]  L. Remennick.  Language acquisition, ethnicity and social integration among former Soviet immigrants of the 1990s in Israel , 2004 .

[32]  T. Rapoport,et al.  'Intelligentsia' as an Ethnic Habitus: The inculcation and restructuring of intelligentsia among Russian Jews , 2002 .

[33]  D. Roer-strier,et al.  Socialization in changing cultural contexts: A search for images of the "adaptive adult.". , 2001, Social work.

[34]  J. Shuval.  Diaspora Migration: Definitional Ambiguities and a Theoretical Paradigm , 2000 .

[35]  R. Rumbaut,et al.  The Crucible Within: Ethnic Identity, Self-Esteem, and Segmented Assimilation among Children of Immigrants 1 , 1994 .

[36]  I. Chelysheva,et al.  Russian and Foreign Approaches to Media Education of Young People in Matters Relating to Interethnic Tolerance , 2019, Media Education (Mediaobrazovanie).

[37]  R. Silbereisen,et al.  Cultural Identification Among Immigrants from the Former USSR: Insights from Comparative Research with Five Groups in Germany and Israel , 2018 .

[38]  I. Jasinskaja‐Lahti,et al.  1.5-generation immigrant adolescents’ autonomy negotiations in transnational family contexts , 2017 .

[39]  V. Lummaa,et al.  Parent-o ff spring con fl ict over family size in current China , 2017 .

[40]  M. Yelenevskaya,et al.  Ex-Soviets in Israel: From Personal Narratives to a Group Portrait , 2007 .

[41]  Robert Atkinson,et al.  The Life Story Interview as a Bridge in Narrative Inquiry. , 2007 .

[42]  G. E. Miranda.  Unequal childhoods: Class, race, and family life , 2006 .

[43]  Anita Garey,et al.  Invisible Inequality : Social Class and Childrearing in Black Families and White Families , 2002 .

[44]  Ludwig Liegle.  Education in the Family and Family Policy in the Soviet Union , 1986 .

[45]  J. Tomiak.  Western perspectives on Soviet education in the 1980s , 1986 .