1. 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

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

3. 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 1991-2006 (2-17 years in Israel)Telephone surveyData collected October-December 2008

4. Population and Sample Size by Origin Total Ethiopia- (Ethiopian -born) Ethiopia (Israeli- born) FSU Spanish speakers French speakers English speakers Population (thousands) 64.27.25.340.72.33.55 Sample 1 6809587253867980 4 1 Response rate: 85%

5. 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

7. Youth's Characteristics Ethiopia- Ethiopian- born Ethiopia Israeli- born FSU Spanish speakers French speakers English speakers Girls (%) 55 49475661 Average age 15.2 15.315.214.815.3 Average # of years in Israel* 9.4--10.67.17.79.4 Average age arriving in Israel (years)* 5.8--4.78.27.05.9 7 * p<.05

8. 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* 6.16.32.23.54.44.7 Religious/ traditional* (%) 989313449185 Mother has post- high-school education* (%) 0079674683 Head of household works* (%) 536292888995 8 * p<.05

10. School Performance and Scholastic Assistance (%) Ethiopia- Ethiopian- born Ethiopia Israeli- born FSU Spanish speakers French speakers English speakers Failed in 3+ subjects* 232714(12)22(12) Receive scholastic assistance* 685355564452 Would like to receive scholastic assistance (or more) 696635593926 10 * p<.05

11. How Students Feel in School (%) Ethiopia- Ethiopian- born Ethiopia Israeli- born FSU Spanish speakers French speakers English speakers Feel they belong* (agree/totally agree) 8781 92838986 Feel they have "someone to turn to"* (always/often) 5446 68658065 Feel the staff cares (about their achievements and social integration ) 7159 65626972 11 * p<.05

12. 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* 715449211931 Frequently/very frequently feel lonely 1065455 Lack sense of personal safety*^ 35441922 (13) 12 * p<.05 ^ summary measure

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14. Youth Well-being 14 No statistically significant differences by group: Satisfied with life 1 – 82%Want to change their lives 1 - 22% 1 Average % who reported: "almost always" / "very often" on each of the items

15. Satisfaction with Life: Multivariate Analysis (Logistic Regression) N=614BOdds ratio Origin Western countries (vs. FSU) 0.031.03 Ethiopia (vs. FSU) 0.29-0.75 Gender: girls (vs. boys) 0.24-0.79 High school (vs. junior high) 0.34-0.71 Years in Israel: arrived up to '99 (vs. in or after 2000 ) 0.35-0.71 No. of breadwinners in family: 2 (vs. 0-1) 0.041.04 Good domain of Hebrew 0.241.27 15

16. 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) 0.061.06 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) 0.151.16 Friends of other origins: Half, most or all (vs. few or none) 0.30-0.75 Personal safety 0.65**1.92 16

18. 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

19. 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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