Contextual topics

 Saint Petersburg
o Who lives in Saint Petersburg?
o What are the defining aspects of life in the city?
o What is in the city?
o When was the city built?
o What is distinct about the city?
o What are kids doing in the city?
o Where in Russia is the city?
 Gaming, overwatch, stealth games
 Russia in the early 2000s
 Snake, cat
 School in Russia
o How does school differ from the US?
o What is the schedule of the school?
o What is taught in schools?
o How are the schools managed?
o How valued is this education?
o What is college like in Russia?
o How does college compare to the US?
 Themed weddings
Conceptual topics
 Immigration
o What are the steps to immigrating from Russia?
o How does the visa lottery work?
o How can you bring your family?
o How can you become a citizen?
o How popular is immigration?
 Death of her father
 Bi-Sexuality
 Leaving home at 18
 Meeting grandfather
Name of Author and Title of Source
Vorobyeva, Olga. Aleshkovski, Ivan. Grebenyuk, A.. “Russian Emigration at the Turn of the 21st
Century”
Thesis
The analysis of Russian emigration processes can help identify social, economic, political, ecological
and other circumstances that do not satisfy the Russians and encourage their emigration.
Point One and key piece of evidence
According to Rosstat, the main reasons for emigration are personal and family motives; while
according to surveys, among these reasons are poor prospects for the improvements of material
welfare, social status, personal stability and economic security.
Point Two and key piece of evidence
The emigration flow from Russia to the developed countries is characterized by high quality human
capital (high educational and professional levels, relatively young age structure), meaning that
the most economically active individuals leave Russia; the geographic area of people leaving Russia
increases; there is also an increase in the number of emigration flows from boundary regions and
regions with a high economic growth rate. The minimum levels of emigration are observed in
the Russian regions with depressive social and economic situation.
At this stage, the Russian communities, which comfortably established themselves in the major host
countries for Russian emigrants, served as a magnet for their close and distant relatives and
acquaintances who began thinking about emigrating.
The number of Russian emigrants in various countries has reached the level when the most common
entry and naturalization channel is family reunification. The new emigrants – family members of
yesterday’s emigrants – represent all the social groups and layers of the Russian society: businessmen,
students, independents, scientists and professionals. The high number of emigrants from boundary
regions grows even higher during these years.
Name of Author and Title of Source
Brady, Shabnam Etemadi. Stevens, Michelle. “Is Immigration a Culture? A Qualitative Approach to
Exploring Immigrant Student Experiences Within the United States”
Thesis
The present study suggests that conceptualization of immigration as a culture with diverse immigrant
ethnicities may provide greater understanding of the immigrant experience to better help this
population. Recommendations for higher education faculty, staff, and counselors are provided for
work with immigrant students, such as with the ecological systems theory model.
Point One and key piece of evidence
Family pressure often increases for immigrant children. Parents are less likely to agree with or to
understand the new culture and often prefer for children to maintain the culture of origin values (Foner
& Dreby, 2011). In our findings and in the literature, it is noted that immigrant children serve as
“cultural brokers” or “culture brokers” to help their parents navigate the new American culture
(Beckerman & Corbett, 2008, p. 67;Foner & Dreby, 2011, p. 548).
Point Two and key piece of evidence
Immigrants from collectivist cultures in the United States will encounter cultural value compromises
as part of their immigration experience (Wan & Chew, 2013). The emphasis on family in collectivist
cultures impacted participants. Accordingly, the theme of collectivist culture emerged as one of our
findings. It includes categories of residential status, parental influences, and understanding cultural
norms.
The findings of this study suggest many approaches for higher education professionals to better guide
immigrant students. Administrators and advisors attending to issues related to contextual dynamics, internal
processes, and campus climate and resources can be helpful for immigrant students.