Raising Children in Exile: Experiences of Highly Educated Eritrean Migrants in the UK

Autor/in	Tsegay, Samson Maekele
Titel	Raising Children in Exile: Experiences of Highly Educated Eritrean Migrants in the UK
Quelle	In: International Studies in Sociology of Education, 32 (2023) 2, S.267-287 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2021.1930569
Schlagwörter	Foreign Countries; Migrants; Educational Attainment; Parent Background; Child Rearing; Parent Attitudes; Parent Child Relationship; Biculturalism; Coping; Cultural Influences; African Culture; Eritrea; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Migrantin; Bildungsabschluss; Bildungsgut; Elternhaus; Kindererziehung; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Bikulturalität; Bewältigung; Cultural influence; Kultureinfluss; Africa; Culture; Afrika; Kultur; Großbritannien
Abstract	Child-rearing practices can be challenging for migrants who often require socio-cultural and emotional adjustments. This article discusses parenting in exile with a focus on the experiences of highly educated Eritrean migrants in the UK. Qualitative data are collected from eighteen highly educated Eritrean migrants selected through purposive and snowball sampling from the UK. The findings indicate that highly educated Eritrea migrants aspire to avoid harmful traditional ways of treating children and all the repercussions associated with them. Moreover, with the help of their educational qualifications, my participants support their children in social and academic activities and guide them to cultivate bi-cultural coping skills. However, the migrant parents face challenges related to lack of parenting experiences and familiar support systems. The article contributes to the advancement of migration knowledge by adding new perspectives to the nexus of migration and child-raising. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01