We propose an integrative model for the adaptation of immigrant-origin children and youth that combines ecological with risk and resilience frameworks. Immigrant-origin children and youth are now, ...and will continue to be, a diverse and demographically important segment of all postindustrial nations' populations. Synthesizing evidence across psychological, educational, and sociological disciplines produced since the seminal publication of García Coll et al.'s (1996) model, along with significant events such as a global refugee crisis, a sociopolitical "deportation nation" climate, and heightened xenophobia, we provide a model for understanding the current conditions immigrant-origin children and youth encounter as they develop. This new integrative conceptual model for addressing positive frameworks for adaptation provides a culturally relevant approach for understanding both the risks and resilience of this population. The model was designed to inform practice and future research in the service of immigrant-origin children and youth.
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The American Psychological Association Publications and Communications Board Working Group on Journal Article Reporting Standards for Qualitative Research (JARS-Qual Working Group) was charged with ...examining the state of journal article reporting standards as they applied to qualitative research and with generating recommendations for standards that would be appropriate for a wide range of methods within the discipline of psychology. These standards describe what should be included in a research report to enable and facilitate the review process. This publication marks a historical moment-the first inclusion of qualitative research in APA Style, which is the basis of both the Publication Manual of the American Psychological Association (APA, 2010) and APA Style CENTRAL, an online program to support APA Style. In addition to the general JARS-Qual guidelines, the Working Group has developed standards for both qualitative meta-analysis and mixed methods research. The reporting standards were developed for psychological qualitative research but may hold utility for a broad range of social sciences. They honor a range of qualitative traditions, methods, and reporting styles. The Working Group was composed of a group of researchers with backgrounds in varying methods, research topics, and approaches to inquiry. In this article, they present these standards and their rationale, and they detail the ways that the standards differ from the quantitative research reporting standards. They describe how the standards can be used by authors in the process of writing qualitative research for submission as well as by reviewers and editors in the process of reviewing research.
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In the United States, 5.3 million children and adolescents are growing up either with unauthorized status or with at least one parent who has that status. Until recently, little in the way of ...research has informed federal, state, and local policy debates related to unauthorized status (e.g., border enforcement, deportation, and a pathway to citizenship) although these issues have important implications for youth development. This statement is a brief summary of the research evidence on multiple domains of development that may be affected by the child or parent's unauthorized status. We also describe the contextual and psychological mechanisms that may link this status to developmental outcomes. We summarize a range of policies and practices that could reduce the developmental harm to children, youth, and their families stemming from this status. Finally, we conclude with recommendations for policy, practice, and research that are based on the evidence reviewed.
Transitions Suárez-Orozco, Carola; Abo-Zena, Mona M; Marks, Amy K
10/2015
eBook
Immigration to the United States has reached historic numbers- 25 percent of children under the age of 18 have an immigrant parent, and this number is projected to grow to one in three by 2050. These ...children have become a significant part of our national tapestry, and how they fare is deeply intertwined with the future of our nation. Immigrant children and the children of immigrants face unique developmental challenges. Navigating two distinct cultures at once, immigrant-origin children have no expert guides to lead them through the process. Instead, they find themselves acting as guides for their parents.
How are immigrant children like all other children, and how are they unique? What challenges as well as what opportunities do their circumstances present for their development? What characteristics are they likely to share because they have immigrant parents, and what characteristics are unique to specific groups of origin? How are children of first-generation immigrants different from those of second-generation immigrants?Transitionsoffers comprehensive coverage of the field's best scholarship on the development of immigrant children, providing an overview of what the field needs to know-or at least systematically begin to ask-about the immigrant child and adolescent from a developmental perspective.
This book takes an interdisciplinary perspective to consider how personal, social, and structural factors interact to determine a variety of trajectories of development. The editors have curated contributions from experts across a carefully selected variety of topics covering ecologies, processes, and outcomes of development pertinent to immigrant origin children.
Education Suárez-Orozco, Marcelo; Suárez-Orozco, Carola; Francis, Pope
05/2022
eBook
In an age of catastrophes-unchecked climate change, extreme
poverty, forced migrations, war, and terror, all compounded by the
COVID-19 pandemic-how can schooling be reengineered and education
...reimagined? This book calls for a new global approach to education
that responds to these overlapping crises in order to enrich and
enhance the lives of children everywhere. Marcelo Suárez-Orozco and
Carola Suárez-Orozco convene scholars and practitioners from a
range of disciplines-including anthropology, neuroscience,
demography, psychology, child development, sociology, and
economics-who offer incisive essays on the global state of
education. Contributors consider how educational policy and
practice can foster social inclusion and improve outcomes for all
children. They emphasize the centrality of education to social and
environmental justice, as well as the philosophical foundations of
education and its centrality to human flourishing, personal
dignity, and sustainable development. Chapters examine topics such
as the neuroscience of education; the uses of technology to engage
children who are not reached by traditional schooling; education
for climate change; the education of immigrants, refugees, and the
forcibly displaced; and how to address and mitigate the effects of
inequality and xenophobia in the classroom. Global and
interdisciplinary, Education speaks directly to urgent
contemporary challenges. Contributors include Stefania Giannini,
the director of education for UNESCO; development economist Jeffrey
Sachs; cognitive psychologist Howard Gardner; Carla Rinaldi,
president of the Reggio Children Foundation; and academics from
leading global universities. The book features a foreword by Pope
Francis.
Immigrant‐origin (I‐O) youth face increasing anti‐immigrant rhetoric in the United States, including in their schools. School‐based intergroup dialogue programming may help I‐O youth and their peers ...build a more inclusionary culture. We qualitatively examined how I‐O youth and their peers experienced a week‐long school‐wide intergroup dialogue program that aimed to foster connection among participants at a Northeastern high school. Participants’ (N = 159) experience in the program were analyzed using post‐program reflections. Participants were 53% female and 74% underclassmen; 59% Latinx, 14% Black, 13% multiracial, 9% White, and 5% Asian and Middle Eastern; generationally, 54% identified as second‐generation immigrants, 38% as nonimmigrant origin, and 8% as first‐generation. Participation in the program produced mixed results. For many, participation led to a greater sense of connection; youth reported that they learned about their peers, the immigrant experience, and sometimes, themselves. Connection was especially fostered among the dominant demographic groups in the school: second‐generation and Latinx youth. Learning about others was less likely to cultivate connections when participants could not relate their own experiences, and at times even made participants feel more different from their peers. Intergroup dialogue has the potential to foster connection when participants are able to relate across experiences.
Practitioner Points
For many students at one high school, participation in an intergroup dialogue program fostered a sense of connection through an exploration of a shared identity of migration.
Participants were able to relate across experiences and reported that they learned about their peers, the immigrant experience, and sometimes, themselves.
Connection was especially fostered among the dominant demographic groups in the school: second‐generation and Latinx youth. Learning about others was less likely to cultivate connections when participants could not relate their own experiences, and at times even made participants feel more different from their peers.
No Place to Belong Gonzales, Roberto G.; Suárez-Orozco, Carola; Dedios-Sanguineti, Maria Cecilia
The American behavioral scientist (Beverly Hills),
08/2013, Volume:
57, Issue:
8
Journal Article
Peer reviewed
This article examines the consequences of undocumented immigration status for those who grow up in the United States. The aim is to examine the relationship between undocumented immigrant status and ...mental and emotional health. Our efforts focus on undocumented immigrants who arrive as children and spend most of their formative years in the United States. The experiences of these undocumented members of the 1.5 generation are quite different from those who migrate as adults. We are interested in better understanding the effects confusing and conflicting experiences of inclusion and exclusion have on their mental and emotional health as well as the protective factors that may shape resilience. While previous scholarship has drawn some important implications to experiences of stress among undocumented youth and young adults, to our knowledge, no work has been done to explicitly draw the link to mental and emotional health. The article concludes with some suggestions for future research on the topic.
Unauthorized immigrants account for approximately one-fourth of all immigrants in the United States, yet they dominate public perceptions and are at the heart of a policy impasse. Caught in the ...middle are the children of these immigrants--youth who are coming of age and living in the shadows. An estimated 5.5 million children and adolescents are growing up with unauthorized parents and are experiencing multiple and yet unrecognized developmental consequences as a result of their family's existence in the shadow of the law. Although these youth are American in spirit and voice, they are nonetheless members of families that are "illegal" in the eyes of the law. In this article, the authors develop a conceptual framework to systematically examine the ways in which unauthorized status affects the millions of children, adolescents, and emerging adults caught in its wake. The authors elucidate the various dimensions of documentation status--going beyond the binary of the "authorized" and "unauthorized." An ecological framework brings to the foreground a variety of systemic levels shaping the daily experiences of children and youth as they move through the developmental spectrum. The article moves on to examine a host of critical developmental outcomes that have implications for child and youth well-being as well as for our nation's future. (Contains 2 notes and 1 figure.)
Learning a New Land Suárez-Orozco, Carola; Suárez-Orozco, Marcelo M; Todorova, Irina
06/2009
eBook
One child in five in America is the child of immigrants, and their numbers increase each year. Based on an extraordinary interdisciplinary study that followed 400 newly arrived children from the ...Caribbean, China, Central America, and Mexico for five years, this book provides a compelling account of the lives, dreams, academic journeys, and frustrations of these youngest immigrants.
Parents and friends can help facilitate the academic engagement of newcomer immigrant youth during the early post‐migration years. Using an accelerated longitudinal design and the integrative risk ...and resilience framework, we examined how parent home involvement and friendships were directly and indirectly associated with the development of newcomer immigrant youths' academic engagement. We used data from three waves (Years 3–5) of the Longitudinal Immigrant Student Adaptation study where a culturally diverse group of immigrant youth (N = 354, ages 10–17, MtimeinUS = 3.98 years, SD = 1.39) in the United States reported on their perceptions of parent home involvement (educational values and communication) and friendship (educational values and academic support) in Year 3 and on their academic engagement (behavioural and emotional) across 3 years. Findings showed high‐stable behavioural and emotional engagement and direct positive associations between perceptions of parent home involvement and initial levels of behavioural and emotional engagement and between perceptions of friend educational values and initial levels of emotional engagement. Additionally, perceptions of parents' educational values indirectly contributed to initial levels of emotional engagement through positive associations with perceptions of friends' educational values. These findings can inform family–school partnerships and school‐interventions targeting newcomer immigrant youths' engagement.
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