Immigrant youth

This longitudinal study of 286, urban residing, firstand second-generation immigrant adolescents examined the degree to which acculturative stress is related to the developmental trajectories of mental health problems and the role of social support in this process. Participants were recruited when they entered 10th grade and two additional waves of data were gathered at 12-month intervals. Using individual growth curve modeling, the results show significant decline in internalizing mental health problems during the high school years. At the same time, greater exposure to acculturative stress predicted significantly more withdrawn/depressed, somatic, and anxious/depressed symptoms. Additionally, social support moderated the relation between acculturative stress and anxious/depressed symptoms. Gender and generation status differences were found only at baseline (10th grade).

Early sociological scholarship such as ) The Polish Peasant in Europe and America, discussed immigrant families in terms of the experiences of male workers and married men who left their families behind. The focus steadily expanded, with researchers recognizing the heterogeneity of migratory movements. This welcome development shed light on the complexity of family arrangements as well as on the racialized dimensions of the immigration system. Most analyses of immigrant families, however, continue to use normative definitions of the nuclear family and to overlook the intersection of sexuality and migration . Immigrant families have been traditionally defined as families that have one or more members -perhaps only one or both members of the couple, adult siblings, or cousins, and all, a few, or none of the children -who moved from another country. Another definition of the immigrant family relates to migration decisions and processes: Some immigrate, some stay in the sending country, some come and go, and others return temporarily. The multilocal and multinational immigrant family has become more frequent in a world of transnational mobility and communications. For labor immigrants, a flexible location for the family is also stimulated by policies that are often restrictive in relation to family reunification and legalization . Members come or stay behind, remittances flow, and the family overarches two parts of the world. Yet others define an immigrant family as one where everyone in the family is an immigrant. This is the most restrictive characterization and is probably less useful methodologically because fewer families meet this definition. Each of these definitions

THORN, MARY KATHERINE. “We all have to stick together, you know?”: The Creation of Transnational Space among Latino Youth in North Carolina. (Under the direction of Dr. Risa Ellovich). Changes in immigration policy and border control have altered the level of access Central American immigrants have to their home countries. Lacking the ability to cross national borders with the relative freedom that past generations experienced, young Latino immigrants perform their transnational identities by seeking and creating transnational spaces in their cities and towns in the United States. This study follows the growth and development of a Latino youth group in the small town of Claxton, North Carolina during eight months of field research. The town has seen an influx of Latino immigrants over the past two decades, and the town is now 50% Latino. This demographic change has created tensions among the Anglo, Black, and Latino populations, even as it has created a cultural borderland for the y...

In this paper, I examine how liminal spatio-temporal contexts both afford and constrain how immigrant children navigate their social lives in educational settings. Liminal schooling contexts have largely been unexamined in micro-ethnographic approaches to schooling, despite the potential of these contexts for illuminating the educational lives of youth. Shifting the ethnographic lens to the interactions occurring in seemingly liminal schooling contexts (in between ratified activities, in between ratified places, etc.) reveal heightened forms of behavior at the extremes of a continuum ranging from empathy/inclusion to violence/exclusion. On the one hand, liminality can render immigrant youth more vulnerable to racialized bullying, including verbal and physical aggression, since many of the institutional protections that apply in ratified schooling contexts are in abeyance. On the other hand, liminal contexts also allow for displays of support and empathy that can lead to the development of cross-ethnic peer friendships, which can happen when social-ethnic boundaries and hierarchies that are reproduced in more central contexts are relaxed. This paper builds on a linguistic ethnography documenting the social lives of Moroccan immigrant children in a Southwestern Spanish town. Using videoanalysis and ethnographic methods in discourse analysis, I focus on videotaped interactions between immigrant students and their Spanish counterparts taking place in the interstices of school lifewhen students are walking between buildings, in the fringes/corners of the schoolyard, in between classes … etc. The long-term ethnography allows me to examine the interactions occurring in these liminal contexts in relation to institutional culture and to the relational history between children. This paper calls for examining youth's schooling experiences more holistically. What happens in liminal contexts is crucial to achieving educational equity in the 21st century: it can, for example, undermine progressive curricular efforts and can have positive/negative implications for immigrant youth's enduring feelings of belonging and educational enfranchisement.

Does Religious Studies have a place in the universities of the future? This paper explores the question through a consideration of data in relation to the Department of Religious Studies at the University of Waterloo- a  predominantly STEM and rapidly changing intellectual space. Fletcher theorizes a proactive response to declining interest through a social, political, and intellectual utility perspective.

Although Latinas/os have a long history in the USA and represent a growing percentage of the population, they remain largely invisible or stereotyped in dominant images and discourses. Such representations are often ahistorical, and they camouflage the effects of US power and inequality. However, the spring 2006 immigrant rights demonstrations disturbed dominant conceptions. The demonstrators called attention to the contradictory US practices that disrupt home countries, recruit labor migrants, and deny immigrants full participation. Likewise, the role of students in these demonstrations spurred reflections on why youth would walk out of their schools for immigrant rights. Inspired by these demonstrations, we combine materials from multiple disciplines to emphasize the significance of US imperialism, exploitation, and exclusion on Latina/o migration, education, and activism. Key to this article is a reframing of how the media, K‐12 curriculum, and popular discourse often engage in a...

This research examines factors associated with a willingness to seek mental health services among young adults living in public housing. Young adults (N = 121) were recruited from public housing in the United States and were administered a two hour survey measuring demographics, depression, acculturative stress, and willingness to use mental health services. Results indicate that third generation immigrants were more willing to use mental health services than second generation immigrants. Depression was marginally associated with willingness to use mental health services. Implications for practice, policy, and research among immigrant young adults are discussed.

Adolescence is a critical stage marked by identity formation and social challenges, especially
for adolescents with migratory backgrounds who must reconcile their ethnic identities with the dominant
culture. This study explores the mental health, life satisfaction, student–teacher relationship,
and academic achievement of Italian-born, second-generation, and first-generation immigrants. The
sample of 680 adolescents (M = 382; F = 280; Prefer not to say = 18; Mean age = 16.77 years) includes
native-born Italians (n = 244), second-generation immigrants (n = 210), and first-generation immigrants
(n = 226). Data were collected using self-report measures for mental health, life satisfaction,
student–teacher relationship, and school achievement. A Multivariate Analysis of Variance identified
significant group differences, followed by post-hoc tests to further explore differences between the
groups. Second-generation immigrants reported significantly lower emotional well-being compared to their Italian-born peers. Both first- and second-generation immigrants exhibited lower life satisfaction,
particularly in peer relationships. In terms of student–teacher relationship, second-generation immigrants perceived higher levels of school danger compared to Italian-born adolescents, possibly driven by discrimination. Academic outcomes revealed significant disparities, with Italian-born students outperforming second-generation immigrants, highlighting the impact of acculturative and bicultural stress. The findings highlight the unique challenges second-generation immigrants face in Italy in balancing cultural integration with preserving their heritage.

Community-based participatory research (CBPR) is an approach that engages community residents with a goal of influencing change in community health systems, programs, or policies. As such, CBPR is particularly relevant to historically marginalized communities that often have not directly benefited from the knowledge research produces. This article analyzes a youth empowerment program, Chicago's Youth Health Service Corps, from a CBPR perspective. The purpose of this work was (1) to discuss Youth Health Service Corps as a health promotion program, (2) examine the use of CBPR within the immigrant community, and (3) discuss preliminary findings using a model on critical youth empowerment. Key words: critical youth empowerment, immigrant youth, youth health service corps A LTHOUGH the Affordable Care Act is certainly the most significant expansion of the health care safety net since Medicare and Medicaid were introduced in the 1960s, the act omits entire categories of people from coverage, particularly 11 million undoc-

This study of Chinese, Japanese, and Korean immigrant junior high and high school students (N = 319) investigated the association between age, acculturation, cultural adjustment difficulties, and general mental health concerns. Hierarchical regression analyses determined that among all of the independent variables, age, acculturation, and cultural adjustment difficulties had significant predictive effects on mental health symptoms. Implications for theory, research, and practice are addressed, particularly as they relate to developmental issues among immigrant youths. • acculturation • cultural adjustment • Asian Americans • immigrant youths • Chinese • Korean • Japanese This research was funded in part by the Teachers College Faculty Dean's Grant. I thank Carla Hunter for her excellent assistance with the preparation of the manuscript and

Purpose-The purpose of this study was to understand the unique mental health concerns and access barriers experienced by South Asian Muslim youth populations living in the Peel Region of Toronto, Canada. Design/methodology/approach-For this qualitative exploratory study, interviews (n ¼ 15) were conducted with mental health professionals, educators and spiritual leaders (n ¼ 11) who work with South Asian Muslim youth living in Peel Region, as well as with South Asian Muslim youth themselves (n ¼ 4, aged 20-23). Interview transcripts were analyzed using reflexive thematic analysis. Findings-Four primary themes emerged from the data: challenges and stressors, barriers, facilitators and hope and recovery. South Asian Muslim youth navigate a number of unique stressors related to the domains of culture, religion and family dynamics, as well as the impact of migration. Practical implications-The findings stress the necessity of creating culturally safe, multilevel strategies to meet the nuanced challenges and diverse needs of South Asian Muslim youth communities. Originality/value-This is one of the few papers to the knowledge that addresses the mental health needs and service access barriers of youth populations at the intersections of South Asian diasporic community belonging and Muslim faith in Canada.

FAKA, the Black femme queer South African performance duo, emerged on the local art scene in 2015. FAKA is associated with a disruptive art practice informed by the abjection of the femme and gender-nonconforming subject position in a context wherein homosexuality is positioned as un-African and a Western contamination. This article specifically examines FAKA's live performances of sex as art and an autoethnographic erotic narrative in order to examine what their uses of transgressive erotics reveals about the relationship between Black queer sex and freedom in postapartheid South Africa. It argues that FAKA reorganizes Blackness as transgressive erotics as a strategy to create livable lives and pursue Black queer world-making through Black erotic freedom. FAKA generates a distinctly African aesthetic of queer futurity in which the past and the future collide in the present to articulate a future-present. FAKA's performances of Black queer sex and pleasure are critical interventions into South African sex publics. This article draws on African diaspora and Indigenous feminist and queer theorists to understand their uses of transgressive erotics as a strategy to engage in radical work on South African pasts, presents, and futures.

Scholars draw increasing attention to the importance of belonging for young refugees' and migrants' well-being, indicating the need to develop an in-depth understanding of their experiences seeking to belong in resettlement. For refugee and migrant newcomers, schools might constitute particularly significant spaces in their negotiation of belonging, due to being a central developmental and acculturative context in resettlement, and a context where newcomers are situated within interpersonal and cultural positions of their families, home, and host society. Rooted in a conceptualization of belonging as a dynamic, plural, and relationally negotiated experience, this study explores how young newcomers' negotiation of belonging takes shape within the school context and how their experiences seeking to belong relate to their well-being. To that, the study engages with the qualitative inquiry of 163 newcomers' (age 11-24) experiences through focus groups conducted in Belgium, Denmark, Norway, and Sweden. Cross-national, joint thematic analysis resulted in two themes: 1. Ambivalences shaping belonging; and 2. Challenging barriers to belonging. Our findings suggest that, in school, newcomers meet opportunities and barriers in their negotiation of belonging that takes shape at the intersection of family, transnational, and host society relations. Schools furthermore seem central spaces for newcomers to exercise agency and creativity in their search for belonging in resettlement. Our findings spark thought on belonging as a reconstructive process in coping with migration and have implications for how schools can support belonging and well-being, through engaging with life stories of migration and the plurality of meanings encroaching upon newcomers' school trajectories.

The acculturation of developmental timetables for autonomy from parental supervision and in social relationships was studied in a sample of 220 ethnic German immigrants to Germany from Romania, Poland, and countries of the former Soviet Union. The acculturation rate was predicted to be related to prior differences in parent-adolescent interaction and the frequency of adolescents' activities outside the home. Across four waves of semiannual questionnaire or interview assessments for newcomers (0-18 months residence in Germany) and experienced immigrants (18-36 months), a gradual acculturation of timetables was observed, resulting in considerably earlier ages at which autonomy was attained. Higher levels of conflict and permissiveness reported by parents and lower levels of monitoring and more frequent out-of-home activities corresponded to a more accelerated acculturation to earlier timetables for autonomy from parental supervision. With regard to autonomy in social relationships, the results were less' clear, presumably because prior interpersonal experiences were less strongly associated with this facet of autonomy. Prediction of autonomy was not possible with adolescents who had resided in Germany longer than 18 months, presumably because higher levels of the family variables promoted "escape" from the constraints of the newcomers' provisional homes and thus provided opportunities to make contacts and adopt the lifestyle of adolescents from the general German population. For the group of immigrants who had resided in Germany for at least 18 months, such escapes no longer served this purpose because they had access to other opportunities not measured in this study. (Contains 36 references.) (Author/KDFB)

Former President Trump’s election and subsequent anti-immigrant policy initiatives brought an unprecedented sense of uncertainty for undocumented immigrants. This is particularly true for those who had experienced expanding opportunities through the Deferred Action for Childhood Arrivals (DACA) executive action signed by former President Obama in 2012. We use in-depth interviews with undocumented young adults to explore how the 2016 presidential election and 2017 executive action that rescinded DACA evoked emotions of anticipatory loss—including sadness and grief—and ontological insecurity—including anxiety and uncertainty. We adopt an interpretive and social constructionist approach to explore these emotions and their implications, demonstrating how even the threat of policy change impacts immigrant young adults’ societal incorporation. We illustrate how DACA recipients conceptualized loss and how these experiences manifested in educational attainment, labor market incorporation, feelings of belonging, and civic participation. Our study provides an innovative contribution to interpret in real-time the incorporation trajectories through the emotions of living with precarious legal status.

Prior work has focused on the role of media in shaping public perceptions of immigrants and in the construction of social illegality. In this article, we examine how the undocumented 1.5 immigrant generation perceive, consume, and navigate media messaging about immigration—and particularly Latino immigrants—to understand the role of media in shaping their lived experiences. We analyze 50 in-depth and nine follow-up interviews with undocumented young adults in Florida collected between 2017 and 2021. Two major themes emerged: (1) how media information and misinformation invoke both legal and ethnoracial consciousness; and (2) how undocumented young immigrants deploy agentic strategies to resist negative and dehumanizing portrayals by rejecting media altogether, leveraging media to resist abuses, and embracing counter-narratives. Based on these findings, we discuss the usefulness of a double consciousness framework and argue for the use of “ethnoracial consciousness” in synergy with legal consciousness to more accurately describe experiences for this population.

Παρατηρώντας την εικόνα της Ευρώπης και δη της Ελλάδας τα τελευταία χρόνια, δύναται να αντιληφθεί κανείς το μείζον ζήτημα που έχει ανακύψει με τη μεταναστευτική κρίση. Οι αντιδράσεις των γηγενών που προκαλούνται, κατά καιρούς, κάνουν λόγο για υποβάθμιση της ποιότητας ζωής τους, στους οποίους οι «ξένοι» ζούνε εις βάρος τους. Σκοπός της έρευνας είναι να επιχειρήσει την μελέτη των επιδράσεων που αντλεί η μετανάστευση πάνω σε βασικές πλευρές της κοινωνικής προόδου, με όρους βιωσιμότητας. Για τον λόγο αυτό, επιλέχθηκε η διερεύνηση της επίδρασης που αντλεί η μετανάστευση στην ανάπτυξη και στην καινοτομία, καθώς και πως συνδέονται με την Βιώσιμη Ανάπτυξη σε θεωρητικό επίπεδο. Η αναζήτηση των σχέσεων έγινε με τη βοήθεια οικονομετρικών μοντέλων, συγκρίνοντας τους μετανάστες, τους παράτυπους μετανάστες και τους αιτούντες ασύλου με το κατά κεφαλήν ΑΕΠ, τις αιτήσεις διπλωμάτων ευρεσιτεχνίας και εμπορικών σημάτων. Τα δεδομένα αντλήθηκαν όχι μόνο από την Ελλάδα, αλλά και από άλλες ευρωπαϊκές χώρες, δεκαοχτώ στο σύνολο τους, οι οποίες αποτελούν κράτη μέλη της Ευρωπαϊκής Ένωσης. Τα αποτελέσματα της έρευνας, έτσι όπως παρουσιάζονται παρακάτω με τη χρήση του λογισμικού STATA, ανέδειξαν ότι υπάρχει θετική, αν και σε μικρό βαθμό, σχέση μεταναστών και αιτούντων ασύλου με το κατά κεφαλήν ΑΕΠ, αλλά υψηλότερο βαθμό στις αιτήσεις πατεντών και ιδιοκτησίας εμπορικών σημάτων, ενώ αρνητική σημειώθηκε στην περίπτωση συσχέτισης των αιτούντων ασύλου και με τις τρεις εξαρτημένες μεταβλητές.

With rising levels of immigration comes a need to know what fosters positive adaptation for the youth growing up in a new culture of settlement. The issue is increasingly studied; however, little of the research conducted has combined a developmental with a contextual approach. The aim of this dissertation was to explore the adaptation of immigrant youth on the basis of developmental theories and models which put emphasis on setting or contextual conditions. This entailed viewing immigrant youths as developing organisms that actively interact with their environments. Further, immigrant youths were seen as embedded in multiple settings, at different levels and with different contextual features. Two of the overall research questions addressed how contextual features of the settings in which the youth are embedded were related to adaptation. Results from all three studies combined to show that the contextual feature of a setting is not of prime or sole importance for the adaptation of immigrant youth, and that the contextual feature of SES diversity is of greater importance than the ethnic compositions of settings. The next two overall research questions addressed how the linkage between settings was related to adaptation. The results indicated that adaptation is not always setting specific and that what is happening in one setting can be related to adaptation in another setting. Further, it was found that the cultural distance between settings is related to adaption, but that contextual factors affect this relationship. Overall, the results of the dissertation suggests that the adaptation of immigrant youth is a complex matter that is explained better by interaction and indirect effects than by main and direct effects. This highlights the importance of taking all settings in which the immigrant youths are embedded into account and to account for how the settings interact to understand the factors that foster and hinder positive adaptation of immigrant youth.

With rising levels of immigration comes a need to know what fosters positive adaptation for the youth growing up in a new culture of settlement. The issue is increasingly studied; however, little of the research conducted has combined a developmental with a contextual approach. The aim of this dissertation was to explore the adaptation of immigrant youth on the basis of developmental theories and models which put emphasis on setting or contextual conditions. This entailed viewing immigrant youths as developing organisms that actively interact with their environments. Further, immigrant youths were seen as embedded in multiple settings, at different levels and with different contextual features. Two of the overall research questions addressed how contextual features of the settings in which the youth are embedded were related to adaptation. Results from all three studies combined to show that the contextual feature of a setting is not of prime or sole importance for the adaptation of immigrant youth, and that the contextual feature of SES diversity is of greater importance than the ethnic compositions of settings. The next two overall research questions addressed how the linkage between settings was related to adaptation. The results indicated that adaptation is not always setting specific and that what is happening in one setting can be related to adaptation in another setting. Further, it was found that the cultural distance between settings is related to adaption, but that contextual factors affect this relationship. Overall, the results of the dissertation suggests that the adaptation of immigrant youth is a complex matter that is explained better by interaction and indirect effects than by main and direct effects. This highlights the importance of taking all settings in which the immigrant youths are embedded into account and to account for how the settings interact to understand the factors that foster and hinder positive adaptation of immigrant youth.


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Background In schools, a major obstacle to drawing on emergent bilingual students’ knowledge and skills in their first language is a widespread lack of awareness about language use among adolescent English learners, including how peer talk can connect knowledge and abilities in both languages to school-based learning. Although research often acknowledges the importance of engaging students’ home language and culture to bridge to academic literacies in English, few have explicitly examined bilingual peer talk as a resource for language learning during adolescence. Purpose This study explores how emergent bilinguals engaged multiple linguistic codes to scaffold their own academic language development with peer support. Research Design Ethnography and discourse analysis of student interactions were used to contextualize and analyze the academic language use of four Spanish-speaking adolescent immigrant students, taking into account the affordances of classroom discourse structures and ...

Given the dominance of residentially based school assignment, prior researchers have conceptualized K-12 enrollment decisions as beyond the purview of school actors. This paper questions the continued relevance of this assumption by studying the behavior of guidance counselors charged with implementing New York City's universal high school choice policy. Drawing on structured interviews with 88 middle school counselors and administrative data on choice outcomes at these middle schools, we find that counselors generally believe lower-income students are on their own in making high school choices and need additional adult support. However, they largely refrain from giving action-guiding advice to students about which schools to attend. We elaborate street-level bureaucracy theory by showing how the majority of counselors reduce cognitive dissonance between their understanding of students' needs and their inability to meet these needs adequately given existing resources. They do so by drawing selectively on competing policy logics of school choice, narrowly delineating their conception of their role, and relegating decisions to parents. Importantly, we also find departures from the predictions of this theory as approximately one in four counselors sought to meet the needs of individual students by enlarging their role despite the resource constraints they faced. Finally, we quantify the impact of variation in counselors' approaches, finding that the absence of actionguiding advice is associated with students being admitted to lower-quality schools, on average. Keywords school choice, school counseling, school/parent relationships, schools as bureaucracies Sociologists have demonstrated that higher-income parents attempt to transmit advantage from one generation to the next through enrolling their children in higher-quality schools (Lareau and Goyette 2014). Existing studies also document considerable variation by socioeconomic status in how parents approach and experience school selection. Higherincome parents are more likely to make residential decisions to access particular schools (Holme 2002;

New York City's public specialized high schools have a long history of offering a rigorous, college preparatory education to the city's most academically talented students. Though immensely popular and highly selective, their policy of admitting students using a single entrance exam has raised questions about diversity and equity in access. In this paper, we provide a descriptive analysis of the “pipeline” from middle school to matriculation at a specialized high school, identifying group-level differences in application, admission, and enrollment. In doing so, we highlight potential points of intervention to improve access for underrepresented groups. Controlling for other measures of prior achievement, we find black, Hispanic, low-income, and female students are significantly less likely to qualify for admission to a specialized high school. Differences in application and matriculation rates also affect the diversity in these schools, and we find evidence of middle school ...

A large percentage of refugees have low levels of education and official language fluency upon arrival in Canada. Thi spaper discusses educational goals of newcomer refugee youth from three communities in Toronto (Afghan, Karen, and Sudanese), and explores how these are linked to premigration and post-migration determinants. Guided by community-based research principles, we collaborated with eight refugee youth peer researchers and conducted ten focus groups and thirteen interviews with refugee youth. Results show that newcomer refugee youth develop strong aspirations for higher education in Canada as a proactive response to overcome pre-migration experiences of forced migration and educational disruptions. We then discuss how these youth negotiate educational goals in post-migration context in relation to shifts in family responsibilities and everyday encounter with multiple systemic barriers in Canada. In doing this, we examine the thin line between vulnerability and empowerment t...

Background Canadian youth (aged 16–24) have the highest rates of mental health and addiction concerns across all age groups and the most unmet health care needs. There are many structural barriers that contribute to the unmet mental health care needs of youth including lack of available and appropriate services, high costs, long wait times, fragmented and siloed services, lack of smooth transition between child and adult services, stigma, racism, and discrimination, as well as lack of culturally appropriate treatments. Levesque et al. (2013) developed a framework to better understand health care access and this framework conceptualizes accessibility across five dimensions: (1) approachability, (2) availability, (3) affordability, (4) appropriateness, and (5) acceptability. The purpose of this study was to explore access to addiction and mental health services for youth in Ontario, Canada from the perspectives of youth, parents, and service providers. Methods This qualitative study w...

The overall aim was to identify predictors of adult immigrant students’ job expectations after they have finished the language training program. We studied both socio-demographic predictors (sex, family status, socio-economic status, and level of education) and experience predictors (age at arrival, teacher, and language exposure). To get a more in-depth understanding of immigrants’ job expectations, we also studied the following predictors: having had a job in the home country and in the host country. Using survey data collected from 187 adult immigrants participating in the Swedish-language-training program (SFI), we conducted ordinary least squares (OLS) and logistic regressions. We found that the majority of immigrant students have high job expectations

In this paper, we draw on data collected in the context of a three-year action research project that involved the development of after-school science clubs in three high schools in ethnically diverse communities, made possible through a partnership between a university, the schools and the community. We document the evolution of a youth-voice driven science club over time and the kind of transformative learning it supported for youth who are for the most part first-generation immigrants growing up in an underserved urban centre. We also explore how the alliance between the university, the school and the community enriched the learning ecologies of the participating youth and how it was experienced by the instructors and preservice teachers who pursued service learning projects in the clubs as part of their university course work in education. We show how such diverse experiences offer rich insights into ways of building alliances among schools, community resources and the university...

In this paper, we draw on data collected in the context of a three-year action research project that involved the development of after-school science clubs in three high schools in ethnically diverse communities, made possible through a partnership between a university, the schools and the community. We document the evolution of a youth-voice driven science club over time and the kind of transformative learning it supported for youth who are for the most part first-generation immigrants growing up in an underserved urban centre. We also explore how the alliance between the university, the school and the community enriched the learning ecologies of the participating youth and how it was experienced by the instructors and preservice teachers who pursued service learning projects in the clubs as part of their university course work in education. We show how such diverse experiences offer rich insights into ways of building alliances among schools, community resources and the university...

Adolescents are at a stage in life where their sense-of-self and identity are evolving. With increasing access to ever-more advanced technologies, it is important to explore the implications for the adolescents who use them. This research aimed to examine the construction, deconstruction and reconstruction of adolescent identities through an exploration of the design choices and social practices of elementary students on two social networking sites. Using a mixed-method research approach of qualitative case study analysis and quantitative surveying, we investigated the relationship between a multiliteracies pedagogy and the development of adolescent digital literacies and identity. Findings from the research indicate that social networking sites provide youth a platform in which to explore their identity. With such features as status updates, video/photo uploads, discussion threads and the 'like' and comments functions, these sites facilitated social interaction and identity performance amongst the students during class time and after-school. To maximise the academic and social affordances, however, it is necessary to build in lessons and/or scaffolding to encourage thoughtful and genuine online interaction.

The experience of immigration presents developmental challenges to adolescents that can lead to negative mental health outcomes, or can result in resiliency, psychological growth and enrichment of the personality structure. This article reviews the most recent demographics and research findings of the first and second generation immigrant adolescents in the United States. It explains the psychodynamic processes of migration and acculturation, and the risk factors and protective factors that affect these adolescents. Finally, it offers some suggestions regarding treatment approaches with this population.

This paper presents the results of a qualitative, interpretive, descriptive, study that explored the lived experiences of immigrant women who had experienced intimate partner violence and consequently were facing housing concerns in Vancouver, Canada. The data were generated through 15 individual interviews with immigrant women (n=11) who had experienced intimate partner violence, as well as service providers (n=4). Analyses explored how a lack of adequate housing in the context of experiencing intimate partner violence affected the safety and stability of immigrant women. The findings revealed that some women were left on the verge of homelessness, and that housing needs are even more pronounced for immigrant women who face language barriers and tend to lack financial means and established support systems.

This study explored the Youth Leadership/Peer Tutoring program at Refugee and Immigrant Transitions (RIT), a community-based non-profit organization in Northern California. It includes 12 semi-structured interviews with refugee and immigrant youth leaders. Bringing together works on Community Cultural Wealth (with the addition of Migration Capital) and Critical Refugee Studies collectively as a conceptual framework, this study highlights three themes: (a) commitment to community, family, and giving back; (b) encouraging communication and cultivating a pan-newcomer community; and (c) leadership as commitment to community and positive, collective futurities. Data support a strengths-based framework when working with refugee and immigrant youth as they transition and adjust to their new school environments and communities. All 12 participants were refugee and immigrant newcomer youth who participated as youth leaders/peer tutors in RIT’s Youth Leaders/Peer Tutoring program. Countries o...

This research examined the effects of the Russian-Ukrainian war on identity changes among educated Ukraine-born women who have lived their adult lives in Israel. The data, collected in July 2022, were determined to be representative of educated women aged 25-60 who emigrated from Ukraine during 1988-2018. Findings revealed a strengthened Ukrainian identity in over half of the respondents. The Ukrainian-born Israelis, who held a hybrid Russian-Israeli identity, strengthened their Ukrainian identity. However, this strengthening was not uniform. It was associated with (a) frequency of exposure to Ukrainian news and social media that support the Ukrainian government; (b) attitudes toward the Russian-Ukrainian war; (c) the presence of the war in daily life; and (d) the geo-political place of origin in Ukraine. The study underscores the importance of researching identity shifts in people indirectly affected by crises in today's information-rich age.

Adolescents are at a stage in life where their sense-of-self and identity are evolving. With increasing access to ever-more advanced technologies, it is important to explore the implications for the adolescents who use them. This research aimed to examine the construction, deconstruction and reconstruction of adolescent identities through an exploration of the design choices and social practices of elementary students on two social networking sites. Using a mixed-method research approach of qualitative case study analysis and quantitative surveying, we investigated the relationship between a multiliteracies pedagogy and the development of adolescent digital literacies and identity. Findings from the research indicate that social networking sites provide youth a platform in which to explore their identity. With such features as status updates, video/photo uploads, discussion threads and the 'like' and comments functions, these sites facilitated social interaction and identity performance amongst the students during class time and after-school. To maximise the academic and social affordances, however, it is necessary to build in lessons and/or scaffolding to encourage thoughtful and genuine online interaction.

Staging Race in Latina/o and Mexican Transborder Theater (Under the direction of Professor Stuart A. Day) This dissertation addresses the issue of race in regard to the Mexican immigrant in both Latino and Mexican theater and performance. The introduction, Chapter 1, defines race as biological differentiations that are reiterated through historical understandings in both Mexico and the United States. In the United States, the history of race is based on colonial encounters and issues of slavery, among other factors. In Mexico, racial concepts were influenced by a process of cultural mestizaje that tended to incorporate indigenous elements into the modernizing project of Mexico, and resulted in a movement toward the whitening of the race. Chapter 2 discusses role playing in regard to the construction of racial identities in Milcha Sánchez-Scott's Latina and Víctor Hugo Rascón Banda's La mujer que cayó del cielo. I question racial categorization in terms of globalization and transnational markets in Coco Fusco and Nao Bustamante's Stuff and Luis Valdez's Los vendidos in Chapter 3. The concept of 'nation' and national identity for Mexican immigrants, and how their racialized bodies challenge conceptualizations of an essentialist nation-popular is explored in Hugo Salcedo's El viaje de los cantores and Cherríe Moraga's Watsonville: Some Place not Here in Chapter 4. The characters in each play of this study must confront their biological differences and learn to classify iv their Latino identity in order to confront the binary black and white racial standards of the United States as well as the process of mestizaje in Mexico. In order to negotiate a definition of the term race that is not based on bipolarities, the concept of a posthegemonic race is introduced. This term proposes an ideology of race based on performances that challenge an historical duality of hegemonic and counterhegemonic racial identities that are determined primarily by skin color. This study concludes that posthegemonic races are classified according to individual performances and, as such, skin color is no longer the primary determining factor in racial classifications. In the Conclusion, Chapter 5, the issue of choice is reiterated as a challenge to immigrants that remains to be questioned in regard to race in both Mexico and the United States. v Many will cross the border North in search of the source of the rainbow, only to find racial hatred and inhumane working conditions.

Background Latinos in the USA have reported more frequent discriminatory treatment in healthcare settings when compared to their White counterparts. In particular, foreign-born Latinos report discrimination more than Latinos born in the USA. Such patient-reported racial/ethnic discrimination appears to contribute to specific health consequences, including treatment seeking delays, interruptions in care, and medical mistrust. Immigrant Latino adolescents in the USA experience a variety of health disparities, yet little is known about their views of the healthcare experience, their perceptions of discriminatory treatment, or ways in which they would like their relationships with healthcare providers to be different. Methods This work, based in a larger interdisciplinary social work-led initiative, used photovoice with two groups of immigrant Latino adolescents to explore the topic “what I wish the doctor knew about my life.” The findings were used to engage healthcare stakeholders as ...

Islam presents Muslim youth with both significant advantages and challenges in the school context. • There are interpretive risks in drawing a "common" Muslim experience from the existing literature. • Muslim youth reported high religiosity, doing well academically and low levels of distress. • Muslim students who experience discrimination at school reported higher psychological distress. • Sociocultural climate and context frames the current school experience of Muslim youth in the United States.

Approximately one in two parents across the province of Ontario, regardless of personal religious beliefs, now choose to enrol their children in a public Roman Catholic secondary school over the public secular school counterpart. The Ontario Roman Catholic school ...

Michael Olivas's No Undocumented Child Left Behind eloquently engages a single topic: the Plyler v. Doe, 457 US 202 (1982) case. While the outcome of Plyler is relatively common knowledge among migration and Latina/o studies scholarsit prohibits local public school districts from denying enrollment of children not "legally admitted" into the United States, in Kindergarten through the 12th grade-Olivas does more than retell the outcome. He foregrounds two elements not generally addressed by scholars: the historical and law context of the case, and the political and policy legacy of the case to the debate from 2001 to the present regarding DREAMers (children brought to the United States without formal authorization or who may no longer possess valid visas). The journey mapped out by the author is one that engenders a fuller appreciation of the importance of that case, despite its limited precedential status in subsequent federal opinions, and its potential relevance to the issue of state and local laws enacted since the early 1990s that seek to control migration through the regulation of migrants. No Undocumented Child Left Behind can be thought of as a book with something for three

The national Norwegian school reform of 1994, which gave statutory right to at least three years of upper secondary education, had a significant impact on educational attainment among immigrant youth. In particular, we find that the immigrant transition rate from compulsory schooling to completion of the first year of upper secondary education improved from the pre-to the post-reform period. Using a sequential binomial logit framework, we present evidence that the improvement can be attributed to reductions in capacity constraints, rather than cohort heterogeneity. An important implication is that non-targeted educational reforms may have large impacts on the educational attainment of disadvantaged groups in general and ethnic minority youth in particular.

Currently, a knowledge gap exists at the intersection of immigration, citizenship, and education. We have little knowledge of how teachers teach about citizenship when they anticipate that some of their students are undocumented. Conceptually, we distinguish between formal and cultural citizenship and draw from immigrant political incorporation theories. We investigate how high school civics teachers navigated the tensions of teaching youth in settings meant to socialize them for future political participation when some students did not have formal citizenship rights. Based on 88 hours of observational and interview data, we analyze three cases of U.S. government teachers selected from a pool of 39 secondary social studies educators. We ask: How did skilled and experienced civics teachers who supported immigrants' rights teach about elections in mixed-citizenship settings where some youth had formal citizenship rights and others did not? We argue that key features of teaching in mixed-citizenship classrooms were context, safety, and legitimacy. We also generate a set of propositions to be tested in future research. As scholars increasingly discuss what civic education should look like in light of immigration and globalization, we offer grounded perspectives about the situated roles of teachers in mixed-citizenship contexts. Understanding how skilled and experienced teachers address the possibilities of inclusion despite structural exclusions opens a window into how schools can be sites that defy the formal boundaries of citizenship.

Political discourse on immigration policy often provides a window into a society's boundaries of inclusion and exclusion. Here, we seek to understand how those in liminal positions respond to political debates that raise issues of boundary maintenance. Drawing from Bakhtinian concepts of authoritative and internally persuasive discourses as well as Gramsci's concept of common sense, we analyzed how a superdiverse sample of 26 immigrant-origin adolescents (from Asia, Latin America, Africa, and Europe) responded to video segments of presidential debates from the 2012 U.S. election. Youth's responses to presidential video clips about undocumented immigration policies fell along a spectrum from inclusionary to exclusionary, with many voicing mixed responses to immigration policies. Half of the youth referenced their own family's migration experience when discussing immigration policy, most frequently in empathetic ways; however, this did not preclude them from aligning with discourses of exclusion. The theme of fairness was prevalent in their responses, yet it emerged in distinct ways. This work highlights the need to interrogate common-sense discourses of exclusion.