Exploring the Impact of One Asset-Based Community Program on the Language, Culture, and Identity Development of Immigrant Children

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Advancing Educational Equity for Multilingual Learners: From Community Programs to Formative Writing Assessments (Table 6)

Abstract

This study highlights the ways in which participation in one trauma-informed afterschool program influenced the (1) socioemotional wellbeing, 2) cultural pride, and 3) English language acquisition for immigrant/refugee children in North Carolina. Surveys were administered to students (n=103) and classroom facilitators (n=82) at the beginning and end of the academic year. Paired sample t-tests were used to determine whether there were statistically significant changes in the outcomes. Parent surveys (n=110) and responses from open-ended questions were also analyzed to examine the impact of the program. Results highlight the ways in which one community organization that is focused on anti-racist and culturally sustaining programming has created a transformative space where immigrant children and their families can thrive.

Authors

• Lan Quach Kolano, University of North Carolina - Charlotte

• Stella Yun Kim, University of North Carolina - Charlotte

• Emilia Olivera, University of North Carolina - Charlotte

• Anna Sanczyk-Cruz, University of Bialystok