This text studies the movement of people between regions and within cities in such developed countries as the United States, Canada, England and Sweden. The author presents the major theoretical and empirical issues of the field, while describing and explaining various kinds of statistical models for migration. In particular, he uses structural equation models to specify the interrelations of variables that affect migration. Drawing together concepts and methods from geography, economics, sociology, demography and other fields, he provides a unifying geographical emphasis on the relationships among socioeconomic processes and spatial patterns. The book covers both macro and micro approaches to migration. The macro approach explains broad patterns of migration by measuring characteristics of the socioeconomic and physical environments, while the micro approach explains why individual people move, using a model of psychological decision-making processes. Cadwaller also makes a distinction between interregional migration and residential mobility within cities. The book has been designed both as a text for courses in population geography and migration and as a resource for planners working on migration issues.

Migration and Residential Mobility: Macro and Micro Approaches

Research on immigration and citizenship has become one of the fastest growing areas in political science, with one trend being the boon of comparative citizenship and immigration policy indices. Th...

Conceptualizing and Measuring Citizenship and Integration Policy Past Lessons and New Approaches

Refugees are at an increased risk of mental health problems and low subjective well-being. Living circumstances in the host country are thought to play a vital role in shaping these health outcomes, which, in turn, are prerequisites for successful integration. Using data from a representative survey of 4325 adult refugees who arrived in Germany between 2013 and 2016, we investigated how different living conditions, especially those subject to integration policies, are associated with psychological distress and life satisfaction using linear regression models. Our findings show that an uncertain legal status, separation from family, and living in refugee housing facilities are related to higher levels of distress and decreased life satisfaction. Being employed, contact to members of the host society, and better host country language skills, by contrast, are related to reduced distress and higher levels of life satisfaction. These associations should inform decision making in a highly contested policy area.

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Living Conditions and the Mental Health and Well-being of Refugees: Evidence from a Large-Scale German Survey.

Does upward social mobility increase life satisfaction? A longitudinal analysis using British and Swiss panel data

Based on the data from six waves of the European Social Survey collected from 18 European countries between 2002 and 2012, we aimed at explaining the variation in immigrants’ life satisfaction across countries, by focusing on host countries’ characteristics. By adopting the multi-level analysis, we examined the national-level traits from three aspects: namely, the climate of immigrant reception, the extent of public goods provision and the level of economic inequality. Our findings suggest that immigrants are likely to be more satisfied in countries that offer more welcoming social settings. However, this association is significant only when the social setting is measured by attitudes of the native-born towards immigrants, rather than by legal immigration regulations and policies. When taking into account the extent to which host country is able to provide public goods, country’s wealth levels seems not to matter for immigrants’ life satisfaction, whereas countries’ levels of human development is associated with an increase in immigrants’ life satisfaction albeit only at the 10% significance level. The role of economic inequality varies with immigrants’ own socio-economic statuses. On average, immigrants are less satisfied with their lives in host countries with higher levels of economic inequality. However, highly educated immigrants tend not to perceive economic inequality of the country as an obstacle of their satisfaction.

What Makes a Satisfied Immigrant? Host-Country Characteristics and Immigrants’ Life Satisfaction in Eighteen European Countries

Contributing to the debate on the integration of migrants in Europe, this study focuses on Subjective Well-Being (SWB) of people with migration backgrounds compared to people without a migration background – specifying SWB in terms of successful integration. The analyses employ a multilevel perspective (data base: European Social Survey). On the macro level, gross domestic product (GDP), welfare regime, xenophobia and the migrant integration policy index (MIPEX) are considered; on the micro level, social origin, education, unemployment, income deprivation, relationship status, health status and controls. Findings indicate a disadvantage in SWB of first-generation migrants that goes beyond deficits regarding well-studied SWB determinants. The SWB gap between migrants and non-migrants is larger in countries with a high GDP and smaller in countries with a high MIPEX score.

Migration Background and Subjective Well-Being A Multilevel Analysis Based on the European Social Survey

In empirischen Studien zeigt sich ein Zusammenhang zwischen dem Stratifizierungsgrad von Bildungssystemen und Bildungsungleichheiten. Zur Reduktion von Ungleichheiten wird – insbesondere dort, wo ein Gesamtschulsystem nicht zu den Alternativen zahlt – die Moglichkeit der Erhohung der Durchlassigkeit zwischen Schulformen diskutiert. Dieser Beitrag untersucht, ob sich das stratifizierte Bildungssystem von Luxemburg als durchlassig erweist und was eine solche Durchlassigkeit fur bestimmte Risikogruppen bedeutet (Sozialschwache, Jungen, Migrantinnen und Migranten). Auf Basis eines administrativen Paneldatensatzes (n=5301) werden mithilfe einer Clusteranalyse Bildungslaufbahnen typisiert und Regressionsmodelle geschatzt, um die Mechanismen hinter Laufbahnentscheidungen zu analysieren (Boudon, 1974). Die Befunde zeigen, dass Re-Orientierungen sich je nach sozialer Gruppe unterscheiden und Durchlassigkeit – als aufgeweichte Bildungsgrenzen – Bildungsungleichheiten in Luxemburg tendenziell verfestigt statt sie zu reduzieren.

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Educational trajectories through secondary education in Luxembourg: how does permeability affect educational inequalities?

This paper attempts to be an empirically backed contribution to the current ‘failing boys’ debate in regard to their lower educational success. The cross-sectional analysis focuses on two possible factors behind the lower educational success of boys in secondary school: school alienation and patriarchal gender-role orientations (as an expression of the ‘hegemonic masculinity’). School deviance on the behavioural level is considered as a main mediator between these factors and educational success. Furthermore, teaching style, peer attitudes and social origin are taken into account as important factors of educational success. Analyses are based on a Swiss mixed-method study (questionnaires among 872 eighth-graders, group discussions, class room observations). Results indicate that the gender gap in educational success is caused partly by boys being more alienated from school and preferring patriarchal gender-role orientations. The impacts of these factors on educational success are mediated by school deviance. An authoritative teaching style can largely reduce school alienation.

School Alienation, Patriarchal Gender-Role Orientations and the Lower Educational Success of Boys

To slow down the proliferation of Covid-19, governments virtually shut down public life, temporarily closed schools, and forced teaching to be done exclusively on a remote basis. These measures offer an opportunity to reexamine conventional teaching and learning arrangements, test new digital and analogue concepts, and provide essential inspiration for curriculum making in the twenty-first century. This article addresses the historical development of schooling in the classroom as differentiated from "homeschooling". On one hand, the question of how school closures and digitally supported teaching settings may affect an increase in educational inequalities is investigated using an international comparison. On the other hand, the pedagogical and didactical implications of distance learning and a digital teaching culture, which constitute the foundation for digital curriculum making, are examined.

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Susanne Backes

Papers

Migration Background and Subjective Well-Being A Multilevel Analysis Based on the European Social Survey

Educational trajectories through secondary education in Luxembourg: how does permeability affect educational inequalities?

School Alienation, Patriarchal Gender-Role Orientations and the Lower Educational Success of Boys

Why flipping the classroom is not enough: Digital curriculum making after the pandemic.

Bildungsungleichheiten im luxemburgischen Sekundarschulsystem aus zeitlicher Perspektive