3 rd Conference of the International Society for Child Indicators University of York, July 2011 Paula Kahan-Strawczynski Engelberg Center for Children and Youth Myers-JDC-Brookdale Institute State of Israel Ministry of Immigrant Absorption

Study Goal Examination of the situation and needs of immigrant youth in Israel as a basis for policy and service development 2

Study Design 3 English speakers immigrants French speakers immigrants Spanish speakers immigrants Immigrants from the Former Soviet Union (FSU) Immigrants from Ethiopia Israeli-born Ethiopian Israelis Age 12-17Immigrated (2-17 years in Israel)Telephone surveyData collected October-December 2008

Population and Sample Size by Origin Total Ethiopia- (Ethiopian -born) Ethiopia (Israeli- born) FSU Spanish speakers French speakers English speakers Population (thousands) Sample Response rate: 85%

5 Socio-demographic characteristicsLanguage (Hebrew/mother tongue)School (performance/subjective experience)EmploymentAfter-school and social activityConsumption of Israeli cultureRisk behaviorRelationship with parentsCultural identity Satisfaction with life Satisfaction with move to IsraelPatterns of requesting support/counseling

Youth's Characteristics Ethiopia- Ethiopian- born Ethiopia Israeli- born FSU Spanish speakers French speakers English speakers Girls (%) Average age Average # of years in Israel* Average age arriving in Israel (years)* * p<.05

Families' Characteristics Ethiopia- Ethiopian- born Ethiopia Israeli- born FSU Spanish speakers French speakers English speakers Single-parent families * (%) 15(9)2616(15)(5) Ave. # of children in family* Religious/ traditional* (%) Mother has post- high-school education* (%) Head of household works* (%) * p<.05

School Performance and Scholastic Assistance (%) Ethiopia- Ethiopian- born Ethiopia Israeli- born FSU Spanish speakers French speakers English speakers Failed in 3+ subjects* (12)22(12) Receive scholastic assistance* Would like to receive scholastic assistance (or more) * p<.05

How Students Feel in School (%) Ethiopia- Ethiopian- born Ethiopia Israeli- born FSU Spanish speakers French speakers English speakers Feel they belong* (agree/totally agree) Feel they have "someone to turn to"* (always/often) Feel the staff cares (about their achievements and social integration ) * p<.05

Peer Relations and Sense of Safety (%) Ethiopia- Ethiopian- born Ethiopia Israeli- born FSU Spanish speakers French speakers English speakers Most/all friends are of the same origin* Frequently/very frequently feel lonely Lack sense of personal safety*^ (13) 12 * p<.05 ^ summary measure

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Youth Well-being 14 No statistically significant differences by group: Satisfied with life 1 – 82%Want to change their lives % 1 Average % who reported: "almost always" / "very often" on each of the items

Satisfaction with Life: Multivariate Analysis (Logistic Regression) N=614BOdds ratio Origin Western countries (vs. FSU) Ethiopia (vs. FSU) Gender: girls (vs. boys) High school (vs. junior high) Years in Israel: arrived up to '99 (vs. in or after 2000 ) No. of breadwinners in family: 2 (vs. 0-1) Good domain of Hebrew

Satisfaction with Life: Multivariate Analysis (Logistic Regression) - cont.. N=614BOdds ratio Sense of belonging in school : Agree or totally agree (vs. disagrees completely, disagrees, or does not know) 0.82**2.27 "Someone to turn to" in school : Frequently or always (vs. seldom or never) Scholastic success : Failed in 0-2 subj. (vs. 3+) 0.57*1.76 No sense of loneliness or social rejection 0.76*2.15 Good relationship with parents 0.53*1.70 Friends of same origin: Half, most or all (vs. few or none) Friends of other origins: Half, most or all (vs. few or none) Personal safety 0.65**

Conclusions Country of origin and socio-demographic characteristics of immigrant youth are not related to life satisfaction (in multivariate analysis) Hebrew proficiency and social integration are important issues for immigrants – but not directly related to life satisfaction

Conclusions (cont.) To advance life satisfaction among immigrant youth, policies need to promote: A sense of belonging in school School competencyPositive relations with peersGood relationships with parentsPersonal safety In addition: policy and services should recognize the particular needs of each group

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