Engaging Immigrant Youth: Education for the 21 st Century Carola Suárez-Orozco, Ph.D. Co-Director...
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Transcript of Engaging Immigrant Youth: Education for the 21 st Century Carola Suárez-Orozco, Ph.D. Co-Director...
Engaging Immigrant Youth: Education for the 21st
Century
Carola Suárez-Orozco, Ph.D.Co-Director Immigration Studies @ NYU
Professor of Applied PsychologyNYU Steinhardt School of Culture, Education, & Human
Developmentwww.nyu.education/immigration/
Immigration Studies @ NYU
Growing & Diverse Immigrant Student Population
Immigration Studies @ NYU
Overlooked and Underserved
Immigration Studies @ NYU
Harvard Immigration Study
Longitudinal, interdisciplinary, & comparative Documenting continuities and discontinuities in immigration
youth’s educational attitudes and adaptations over time 400 Youth from Central America, China, the Dominican
Republic, Haiti, & Mexico Ages 9 & 14 at beginning of study Recruited from 51 schools in 7 school districts in the Boston
& San Francisco areas Thirty graduate level bicultural & multilingual research
assistants Funded to date by the National Science Foundation, the W.T.
Grant Foundation and The Spencer Foundation
Immigration Studies @ NYU
Study Objectives
Identify factors that contribute to 2 ACADEMIC outcomes in Year 5 Grades Achievement tests
Identify Trajectories of Grade performance over the course of 5 years
Describe Factors that contribute to Trajectories Ecological framework Using mixed methods Cumulative & interactional developmental challenges
Immigration Studies @ NYU
Triangulated Data Collection Strategies
Ethnographic Observations
Structured Interviews: Students Parents School Personnel
Bilingual Verbal Abilities Testing
Woodcock-Johnson Test of Achievement
Report Cards
Teacher Completed Behavioral Checklists
Immigration Studies @ NYU
Engagement
CognitiveEngagement
RelationalEngagement
BEHAVIORAL
ENGAGEMENT GRADES
Immigration Studies @ NYU
Control Variables~Gender~Country of Origin ~Years in U.S. GRADES
Year 5
Predicting Academic Achievement Outcomes
Immigration Studies @ NYU
Control Variables~Gender~Country of Origin ~Years in U.S.
School Factors~School Segregation ~Percent of students in school passing high stakes English test
GRADESYear 5
Predicting Academic Achievement Outcomes
Immigration Studies @ NYU
Control Variables~Gender~Country of Origin ~Years in U.S.
School Factors~School Segregation ~Percent of students in school passing high stakes English test
GRADESYear 5Home Factors
~2 Adults in home~Mother’s Education~Working Father
Predicting Academic Achievement Outcomes
Immigration Studies @ NYU
Control Variables~Gender~Country of Origin ~Years in U.S.
School Factors~School Segregation ~Percent of students in school passing high stakes English test
Student Factors~Attitudes towards School ~Psychological Symptoms~Cognitive engagement ~Relational engagement~Behavioral engagement~Academic English proficiency
GRADESYear 5
Home Factors~2 Adults in home~Mother’s Education~Working Father
32% of variance
Predicting Academic Achievement Outcomes
Immigration Studies @ NYU
Control Variables~Gender~Country of Origin ~Years in U.S.
School Factors~School Segregation ~Percent of students in school passing high stakes English test
Student Factors~Attitudes towards School ~Psychological Symptoms~Cognitive engagement ~Relational engagement~Behavioral engagement~Academic English proficiency
Achievement Test Year 5Home Factors
~2 Adults in home~Mother’s Education~Working Father
Predicting Academic Achievement Outcomes
Immigration Studies @ NYU
Control Variables~Gender~Country of Origin ~Years in U.S.
School Factors~School Segregation ~Percent of students in school passing high stakes English test
Student Factors~Attitudes towards School ~Psychological Symptoms~Cognitive engagement ~Relational engagement~Behavioral engagement~Academic English proficiency
Achievement Test Year 5
Home Factors~2 Adults in home~Mother’s Education~Working Father
75% of variance
Predicting Academic Achievement Outcomes
Immigration Studies @ NYU
Control Variables~Gender~Country of Origin ~Years in U.S.
School Factors~School Segregation ~Percent of students in school passing high stakes English test
Student Factors~Attitudes towards School ~Psychological Symptoms~Cognitive engagement ~Relational engagement~Behavioral engagement~Academic English proficiency
Achievement Test Year 5
Home Factors~2 Adults in home~Mother’s Education~Working Father
11% of variance
Predicting Academic Achievement Outcomes
Immigration Studies @ NYU
0%
10%
20%
30%
40%
50%
70 or below 71-85 86-100 101-115 116 -130 131 or above
Standard Scores
Percent of Students
samplenorm
English Language Proficiency
Immigration Studies @ NYU
Challenge of Learning English
Immigration Studies @ NYU
Academic Performance Pathways
A
B
C
D
Immigration Studies @ NYU
Characteristics of Declining Pathways
Less educated parents
Attending poor quality schools
Gaps in English language proficiency
Most family conflict
More likely to have protracted separations
Many with unauthorized status
Endorsed psychological symptoms
Few supportive school relations
Low behavioral engagement
Difficulty sustaining incoming hope & drive
Immigration Studies @ NYU
Myriam—Declining Case Study
Immigration Studies @ NYU
Characteristics of Low Achievers
Least resources
Come in with gaps in literacy & schooling
Attended worst schools
Significant family problems
Few supportive school relations
Did not have the psychological issues of the Decliners
Lure of work
Never find their academic bearings
Immigration Studies @ NYU
Leon—Case Study of a Low Achiever
Immigration Studies @ NYU
Characteristics of Improvers
Initial transplant shock Often had undergone pre-migration trauma Attended better schools than decliners or low achievers More likely to have intact families & working parents More likely to connect with a mentor
Immigration Studies @ NYU
Ramón—Improving Case Study
Immigration Studies @ NYU
Characteristics of High Achievers
Most educated parents Least family separations Better family relations Best emotional wellbeing Attended best schools Most supportive school based relationships Best English language skills Highest behavioral engagement
Immigration Studies @ NYU
Li—Case Study of a High Achiever
Immigration Studies @ NYU
Educational Implications
Practices that serve ALL students well Rigorous Relevant for the 21st century Fostering Relationships Students at the center of Teaching & Learning Innovative Pedagogy (beyond “chalk & talk”) Flexible & Relevant Assessment (e.g. portfolios) Providing Explicit College Pathway Knowledge Providing Tutoring/After-school/Summer academic supports Finding ways NOT to make mentoring accidental
Immigration Studies @ NYU
Accommodating Specific Newcomer Students
Engaging family & community supports Community outreach & cultural brokers
Faith based supports too often overlooked New culturally relevant definitions of parental involvement
Thorough initial intake evaluation assessing strengths and gaps Literacy Interrupted schooling Academic strengths & deficits
Providing Language learning supports Providing supports for psychological needs
Trauma & Separations Adjustments to a new land Fostering Relationships
Immigration Studies @ NYU
References Cynthia García-Coll and Katherine Magnuson. (1997). "The Psychological Experience
of Immigration: A Developmental Perspective," in A. Booth, A. C. Crouter & Nancy Landale, eds., Immigration and the Family, pp. 91-132.
Hernández, D., and E. Charney. 1998. From Generation to Generation: The Health and Well-Being of Children of Immigrant Families. Washington D.C.: National Academy Press. 1998.
Suárez-Orozco, C., Gaytán, F. Bang, H. J., Pakes, J., & Rhodes, J. (2010). Academic Trajectories of Newcomer Immigrant Youth. Developmental Psychology, 46(3) 602-618.
Suárez-Orozco, C. and Suárez-Orozco, M. Children of Immigration, 2001. Cambridge, MA: Harvard University Press.
Carola Suárez-Orozco, Marcelo Suárez-Orozco, and Irina Todorova. Learning a New Land: Immigrant Students in American Society, 2008. Cambridge, MA: Harvard University Press.
Carola Suárez-Orozco, Irina Todorova, and Josephine Louie, "Making Up for Lost Time:" The Experience of Separation and Reunification Among Immigrant Families. Family Process 41(4), (2001), pp. 625-643.