Group A, Theme 3.1.BGroup A, Theme 3.1.B

Poverty Among Immigrant Poverty Among Immigrant ChildrenChildren

By: Grace;Therésa; Simone; Kristian and Liliana.By: Grace;Therésa; Simone; Kristian and Liliana.

IndexIndex

DefinitionsDefinitions;; Introduction on the situation in each Introduction on the situation in each

of our countries;of our countries; Conclusion; Conclusion; Possible Project;Possible Project; Discussion.Discussion.

DefinitionsDefinitions

Poverty can be defined in two ways:Poverty can be defined in two ways:

- Absolute- Absolute

- Relative - Relative Child PovertyChild Poverty ImmigrantImmigrant

SwedenSweden

20% of the population are 20% of the population are immigrants;immigrants;

These are mainly from:These are mainly from:

- Mid-Eastern,- Mid-Eastern,

- Eastern Europe,- Eastern Europe,

- Non European countries.- Non European countries.

SwedenSweden

1/3 immigrants;1/3 immigrants; 1/13 swedish background1/13 swedish background

Unemployment rate:Unemployment rate:

Total 6%Total 6%

Immigrants 40%Immigrants 40%

EnglandEngland

¼ people in the United Kingdom (UK)¼ people in the United Kingdom (UK) 1/3 Children1/3 Children ¼ of UK children live in Poverty¼ of UK children live in Poverty 14% of these fall behind in school.14% of these fall behind in school.

EnglandEngland

Overseas-born population as a percentage of total UK population

EnglandEngland

Immigrants are:Immigrants are:• Pakistani;Pakistani;• Bangladesh;Bangladesh;• Black African;Black African;• Black Caribbean;Black Caribbean;• Chinese;Chinese;• Indian.Indian.

EnglandEngland

EnglandEngland

2/3 of Pakistani and Bangladesh2/3 of Pakistani and Bangladesh Black Caribbean, Bangladesh and Black Caribbean, Bangladesh and

African are twice as likely to be African are twice as likely to be unemployedunemployed

PortugalPortugal

1990’s Emigrantes to Immigrantes1990’s Emigrantes to Immigrantes 1991 – 1.91% immigrants (67% increase).1991 – 1.91% immigrants (67% increase). Immigrants are from:Immigrants are from:

- African- African

- European- European

- Asian- Asian

- South America- South America

- Eastern Europe- Eastern Europe

PortugalPortugal

Two Stages of immigration;Two Stages of immigration; 2000 population growth 0.63%;2000 population growth 0.63%;

Work related immigration;Work related immigration; Comparison within immigrants. Comparison within immigrants.

PortugalPortugal

11.9% immigrants unemployed;11.9% immigrants unemployed; 30.1% work illegaly;30.1% work illegaly; 11.8% received benefits;11.8% received benefits; 55.6% health services55.6% health services

Germany

1 of 4 is hit by poverty

economic situation worsened since 1998

1998 19 % had a salary beneath the poverty level2003 increased to 23 %

Different situation by origin

- migrants of Turkish origin - migrants from western countries’- migrants who have acquired German citizenship

Germany

600.000 migrants were dependent on social welfare (status as in December 2003)

530.000 migrants (20%) were unemployed in 2003/04 (status as in May 2004)

Reasons:- difficulties to recognise school diplomas and vocational training - non-EU-national may get a job only if no

German or EU-citizen can fill the vacancy concerned (‘priority principle’)

Germany

In 2003:28 % children with migration background lived in precarious living conditions

(statistic for people under 20)

ConclusionConclusion

Commonalities and differences exist Commonalities and differences exist between all the countries and the between all the countries and the situation of immigrantssituation of immigrants

Most striking commonality is the Most striking commonality is the Cycle of Deprivation Cycle of Deprivation

ConclusionConclusion

““If poorly qualified you are more If poorly qualified you are more likely to be poor and unemployed; if likely to be poor and unemployed; if poor and unemployed your children poor and unemployed your children are more likely to receive poor are more likely to receive poor qualifications” qualifications” (Barry and Hannan)(Barry and Hannan)

ConclusionConclusion

Ghetto type communitiesGhetto type communities Segregated areas in bigger towns Segregated areas in bigger towns

and cities, and cities, Sharp borders between the areas of Sharp borders between the areas of

poor and rich, economical situation, poor and rich, economical situation, social and cultural differencessocial and cultural differences

Negative and positive aspectsNegative and positive aspects

ConclusionConclusion

Cycle of DeprivationCycle of Deprivation Among children with migration Among children with migration

background in ghetto type communitiesbackground in ghetto type communities High risk of ending up in poverty High risk of ending up in poverty

themselves and to not find a way out of themselves and to not find a way out of the ghettothe ghetto

Reasons are bad education, language Reasons are bad education, language skills, no positive role models..skills, no positive role models..

The Give and TakeThe Give and TakeProjectProject

Give and Take ProjectGive and Take Project

Different approachesDifferent approaches:: School – balance between learning School – balance between learning

and playingand playing Peer group and family – youth clubPeer group and family – youth club

• Peer mentors, giving and receiving, Peer mentors, giving and receiving, helping each othershelping each others

• Language lessons, homework support, Language lessons, homework support, after careafter care

Give and Take ProjectGive and Take Project

• Internet and computer lessons, basic Internet and computer lessons, basic computer skillscomputer skills

• Activities chosen by children (e.g. credit Activities chosen by children (e.g. credit points for giving and receiving, use of the points for giving and receiving, use of the resources)resources)

• Lunch Lunch • Travel facilities to school, youth centre and Travel facilities to school, youth centre and

outdoor activitiesoutdoor activities

Give and Take ProjectGive and Take Project

• Drop-in-centre for familiesDrop-in-centre for families• EvaluationEvaluation• Cooperation Cooperation • Fund raisingFund raising

Anti Oppressive PracticeAnti Oppressive Practice

Partnerships

Volunteers, Parents,Estudantes, Peer

Mentors

Immigrant Children

Anti Oppressive PracticeAnti Oppressive Practice

Children play a central role in the Children play a central role in the service and their participation service and their participation should move towards a should move towards a partnership level.partnership level.

BibliographyArmut im frühen Grundschulalter:

http://www.nationale-armutskonferenz.de/publications/Fachbeitraege%20Kinderarmut/03_12_A_ISSArmut_Zusammenf.pdf

Child poverty in rich countries 2005http://www.unicef-icdc.org/publications/pdf/repcard6e.pdf

Kinder mit Migrationshintergrund im 10. Kinder- und Jugendbericht der Bundesregierung

http://www.liga-kind.de/pages/boosn100.htm

Poverty among immigrants in Germany http://www.european-migration-law.net/modules.php?name=News&file=article&sid=159