Migration Library search resultsCo-financed by the European Fund for the Integration of Third Country Nationals

Title Summary Links Cost Status Location Resource Type
McGhee et al. (2013) Post-accession Polish migrants—their experiences of living in ‘low-demand’ social housing areas in Glasgow McGhee et al. (2013) examine social housing provision in Glasgow in relation to provision for Polish migrants. The authors note that Poles have become the latest group to reside in areas of void housing found in Glasgow’s socially deprived areas. The study explores the interplay between the actions of letting organisations such as Glasgow Housing Association, and those of migrants seeking accommodation. The research also addresses the issues around these processes, analysing the perceived advantages and disadvantages of letting of low-demand accommodation for both migrant and housing associations. An insight into migrant perceptions of the significance of securing a tenancy is gained. This is viewed within the context of past housing experience in Poland and, it reveals the compromise that many migrants have made. This compromise has meant balancing personal safety (in terms of living near to socially deprived populations) with the financial security gained through the perceived advantages of social housing. Although the study focuses on Glasgow, the relevance of its findings for areas across the UK is also discussed. Read More Visit site £ EU Glasgow City Academic journal
McGonigal and Arizpe (2007) Learning to read a new culture: How immigrant and asylum seeking children experience Scottish identity through classroom books This substantial and fascinating study by McGonigal and Arizpe (2007) highlights the important role that books play for many migrant children in Scotland. The books are significant in both terms of the use of the English language and the cultural world they reveal and explain. Such books, in some cases including images of life in Scotland as well as text, are embedded within a linguistic, cultural and political context that is distinct from an English context (some migrant children may have arrived to England during the first phase of migration). The report explores questions of identity, looking at how migrant children deal with multiple literacies during their cultural transition and questions whether or not contents (images and language) impose or remove barriers to transition. The study also accounts for the ways in which local children respond to portrayals of Scottish culture. The report draws attention to the challenges faced by some migrant pupils who are learning standard English in the classroom, while, simultaneously, negotiating the playground environment characterised by colloquial speech and unfamiliar accents. Read More Visit site Free Glasgow City Scottish Government
McKenna (2006) Equality in Moray: Research into equalities policy and practice This study explores issues of policy and practice related to gender, disability and race equalities within Moray. It provides a considerable amount of detail on access to employment and the service needs of Moray’s established minority ethnic communities and new migrants. The study analyses findings within the context of regional racial equality policy objectives. The analysis examines reported incidents of racism, consultations with minority ethnic communities, interviews with migrant workers and a public survey conducted via the Moray Citizens Panel. The report underlines the increasing diversity of Moray’s population, identifying new migrant communities such as Polish, Portuguese and the particular Russian language translation needs of Latvian Russian speakers. Part of the research process involved reaching out to the local Chinese community, which as Moray’s largest established minority, had not previously been involved in any community planning process. Read More Visit site Free Moray Public sector
McKinney et al. (2013) The experience of POI in the Scottish Schools McKinney et al (2013) present analysis of the Scottish component of the Portfolio of Integration (POI) which in partnership with Oxfam Italia is a transnational project funded by the European Commission through the Lifelong Learning Programme (LLP) and located within the Comenius Multilateral Projects programme. The POI project involves the use of a student Notebook device which has been designed by Oxfam Italia. Although a small scale study, the authors find the POI Notebook to be a helpful starting point for raising awareness of the issues faced by educationalists and institutions involved in integrating new arrival children. The authors conclude that both the Notebook and the overall POI project offer a valuable aid for both teachers and schools to proactively support the integration of migrant children, particularly when viewed within the context of Scottish schools general ongoing need for support to review and create policies and strategies and support for in-classroom practice. Read More Visit site Free South Lanarkshire
McMillan (2008) Changing identities: Intercultural dimensions in Scottish educational contexts McMillan (2008) highlights the potential problem face by some bilingual ethnic minority learners upon commencing higher education. Challenges originate from learners’ level of English acquisition during their prior education. The author finds that for some students, the consequences of their past experience of English language learning impacts negatively on their ability to acquire academic literacies at university level. This, in turn, may explain a tendency to superficial approaches to learning. The study found that academic writing and reading comprehension was self identified by students as an area of weakness, while on the other hand, respondents were more able to express their knowledge and understanding orally. The study suggests that failure to fully meet and support these learners’ needs throughout their education may negatively impact their ability to fulfil their academic potential. The study therefore carries implications for both mainstream and university practice. Read More Visit site £ Scotland Academic journal
MEAD (2012) Perth and Kinross Community Intelligence Report This report presents the findings from work conducted by the MEAD Project looking at issues related to ethnic minority groups resident in Perth and Kinross. The report incorporates the concerns of ethnic minorities themselves, it details their needs and the barriers they face when attempting to access local services. The report provides a detailed demographic breakdown of local ethnic minorities along with a profile of the clients accessing MEAD services (by ethnicity, age, gender, employment status, whether or not they are an unpaid carer, suffering from a long term illness or disabled; or in old age). The report also includes a breakdown by ethnicity of the type of enquiries received by MEAD (for example: volunteering related, community participation, physical and mental health, financial, wellbeing, employment and education). The report identifies a clear need to increase volunteer numbers to meet the increased demands placed on resources. Indeed, some of this demand has resulted from the role played by MEAD in bridging the language and communication gap between services and communities within Perth and Kinross. Read More Visit site Free Perth and Kinross Public sector
MEAD (2013) MEAD Evaluation Report Commissioned by the Minority Ethnic Access Development department (MEAD) - a division of Perth and Kinross Association of Voluntary Service (PKAVS) - the report is the outcome of an external evaluation intended to uncover the opinions of Perth’s ethnic minority service users. While Perth’s ethnic minorities are not entirely homogenous groups, the report provides a general overview of how local Polish, Chinese, Pakistani and Indian community members engage with local services. A fascinating insight is given into their experiences of accessing local services. Issues addressed include encounters with language barriers, employment and volunteering, health service provision, community engagement and wellbeing. The report identifies a greater need to communicate the availability of MEAD services particularly to new arrivals. The importance of working to overcome the language barrier is also identified along with potential resource issues in terms of staffing and forging closer links with mainstream services. Overall, the report demonstrates MEAD’s willingness to listen to the voices of its service users. Read More Visit site Free Perth and Kinross Public sector
Molnár (2011) The integration process of immigrants in Scotland, UK and in Washington Molnár (2011) provides a comparative study of migrant integration, focusing on the experiences of migrants moving from former Soviet Union countries to the UK (Scotland) and the USA (Washington). The researcher gathered survey data from questionnaires completed by both migrants and local participants within the host countries, in conjunction with interviews with both migrants and local authorities, to closely examine the integration process. The study provides an interesting account of how such integration processes and acculturation are impacted on by the attitudes and characteristics of the host society but also of the attitudes of migrants themselves. As such, the author argues such factors can play a significant positive or negative role for individuals during the period of integration. This comparative study clearly demonstrates both that integration is a complex phenomenon and the important place immigration holds within contemporary societies throughout the world, accompanied by subsequent benefits and tensions. Read More Visit site Free TCN Scotland, USA Book
Moskal (2010) Polish migrant children's experiences of schooling and home-school relations in Scotland This briefing paper by Moskal (2010) discusses the integration of Polish migrant children through the examination of the role of Scottish schools in the integration process. The focus of the study accounts for the significance the school experience for children and, the links between success at school and home environment. After English, Polish is now the most common language in Scottish schools, consequently this creates a resource issue in terms of English language tuition. This paper also draws attention to the difficulties faced in trying to accurately establish an appropriate learning level for each new arrival. This is particularly the case when children arrive at their new school without information on their previous school work or achievements. This matter is compounded further in a system of formative assessment which focuses predominantly on language ability. In addition, the study identifies communication problems which can emerge between the family/ parents and the school. In such cases, children themselves can play a key role in bridging the gap. Also see Moskal (2014) and Dillon (2013) for studies exploring some of the issues discussed in this paper. Read More Visit site Free EU Scotland Academic research
Moskal (2013b) Transnational social networks, human capital and economic resources of Polish immigrants in Scotland Moskal’s (2013b) study explores migrants’ use of resources (social, cultural and economic capital) using evidence gathered through surveys and interviews conducted with Polish migrants in Scotland during 2006-2007. The study set out to explore the group’s integration into Scottish society. In addition, the research explores Polish migrants’ transnational connections. The study builds on previous work which has shown persistent connections between a migrant’s country of origin and settlement. These links are multi-faceted and have a significant influence on the lives of migrants. The study examines emerging, new forms of mobility to which multiple identities are associated along with transnational connections, which reflect current patterns of movement facilitated by the flexibility of European Union policy. Overall, this study by Moskal (2013b) highlights the fading distinction between internal and international migration in the context of post-enlargement Europe. Also see Moskal (2013a) for an additional study which examines social and cultural capital and labour mobility in a transnational context between Poland and Scotland. Read More Visit site Free EU Scotland Book