Understanding Unaccompanied Immigrant Youths' Experiences in US Schools: An Interdisciplinary Perspective

Autor/inn/en	Frankel, Katherine K.; Brabeck, Kalina M.; Rendón García, Sarah A.
Titel	Understanding Unaccompanied Immigrant Youths' Experiences in US Schools: An Interdisciplinary Perspective
Quelle	In: Journal of Education for Students Placed at Risk, 27 (2022) 1, S.27-58 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frankel, Katherine K.) ORCID (Rendón García, Sarah A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2021.1949320
Schlagwörter	Immigrants; Youth; Experience; Stress Variables; Trauma; Barriers; Mental Health; Access to Health Care; Legal Aid; Cultural Differences; Language Usage; Hispanic American Students; Expectation; Aspiration; Family Relationship; Racial Bias; Ethnicity; Social Bias; Coping; At Risk Students; Acculturation; Well Being; Resources; Teacher Role; Student Needs; School Role + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Jugend; Jugendlicher; Jugendalter; Erfahrung; Psychohygiene; Kultureller Unterschied; Sprachgebrauch; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Expectancy; Erwartung; Streben; Racial discrimination; Rassismus; Ethnizität; Bewältigung; Akkulturation; Well-being; Wellness; Wohlbefinden; Betriebsmittel; Hilfsmittel; Lehrerrolle
Abstract	While educators may be well positioned to support unaccompanied immigrant youth, there is limited interdisciplinary research focused on understanding the complexity of youth's experiences in US schools. The purpose of this qualitative, interview-based study was to better understand how youth's transnational experiences pre-, during, and post-migration affected their school-based experiences, and to explore how schools supported them. Participants included ten unaccompanied immigrant youths from Central America and six key informants who worked with youth in a professional capacity. Findings indicate that youth experienced multiple challenges including stressful and traumatic events, barriers to mental health and legal services, and unfamiliar cultural and linguistic norms that sometimes were not recognized or understood by their teachers and schools. The youth also brought important resources, such as high expectations and aspirations and strong connections to family and community. School-based experiences that built from youth's resources and motivations (e.g., through school-community partnerships and responsive classroom practices) had the potential to enhance belonging, community connections, and wellness. More interdisciplinary research is needed to develop and support school-based practices and partnerships in consultation with youth that build from knowledge of their particular resources and challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01